"1 CAN DEAL WITH THIS!"

WORKSHEET G (continued)

"I GOT 3 STRIKES AT BASEBALL."Options :

Throw my bat and stomp off the field .

Pick up my bat and walk quietly from the field .

Argue with the umpire .

Retreat to the clubroom to have some thinking time .

Go back to the dugout and tell my mates the pitcher was hopeless .

"I WAS CAUGHT WAGGING SCHOOL."Options :

Try to cover up to the teacher by forging my parent's signature .

Blame my friend as it was her idea in the first place .

Accept the punishment from both school and home.

Make an effort not to do it again .

Explain why I did it .

Talk to them about it .

"MY PARENTS HAD AN AWFUL ARGUMENT."Options :

"MY FRIEND TOLD ME A SECRET I COULDN'T TELL."Options :

Take sides .

Shut my bedroom door and turn up the music .

Try to break it up and yell at them to shut up.

Go over to my friend's house .

Never tell it .

Only tell one other close friend .

Tell her that I'm not good at keeping secrets .

Tell my mum because I think my friend might be in trouble .

Tell everyone she has a secret and tease her about it in front of them.

WORKSHEET H

1 . STOP

2. LOOK

3 LISTEN

4. THINK

5. ACT

I am feeling uncomfortable . Is there a problem?

Stand back and take a look at the problem from both sides.

Listen to your feelings . What message are they giving me?

What do I feel like doing? Is this a good idea? Will this bethe best solution?

Examine all information, talk to someone who may be ableto help. Do it and stick to your plan .

Remember to try again if this doesn't work.

WORKSHEET G (continued)

Imagine these situations have happened to you . For each situation decide whether thesuggestions are either winning ideas V or bad choices A winning idea is a positive

way of handling something . It may not always get you what you want, but it won't make thesituation any worse . A bad choice can definitely make the situation worse and won't solveyour problem . Circle 'V or

"1 WASN'T ALLOWED TO STAY OVER AT MY FRIEND'S HOUSE."Options :

- stay in my room and sulk

- suggest to my parents that my friend stay over at my house

- Suggest another time I might be able to stay over

- Get my homework and chores finished and ask again

- Accuse my parents of being unfair.

"I LOST $20 MY MUM HAD GIVEN ME TO USE WHEN I WENT OUT."Options :

Don't tell my mum and hope she doesn't find out .

Tell my mum and risk getting into trouble .

Apologise for being careless and promise to be more careful next time .

Say that someone stole the $20 . r

Take $20 from my pocket money and use that instead .

"I DIDN'T STUDY FOR MY INDONESIAN TEST."Options :

Cop the consequences and study for it next time .

Try to cheat off the kid sitting closest to me.

Study for it in the class before the test because the teacher won't see me.

Not even bother to do the test .

Attempt to remember what I did in classtime and do the best I can .

:sheets (Changing Pace) - Pg 24

WORKSHEET G

- Choose a feeling from this list below (or a word of your own) to express how you mightfeel in each situation, then fill in the spaces :

LIST OF POSSIBLE WORDS : embarrassed dumb stupid bad responsibleirresponsible angry scared unlucky panicked inferior bewildered sad uselessspecial loved unprepared sorry thoughtless disappointed

(Cont .)

How do 1 feel when. . .?11 I wasn't allowed to stay overat my friend's house . . .

My Mum came to the classroomdoor with my lunch . . .

I didn't study for my Indonesiantest . . .

ii

I got three strikes in baseball . . .v

I was caught wagging school . . .iMy friend told me a secret Icouldn't tell . . .

My parents had an awful argument . . .

I lost $20 my mum had given meto use when I went out . . .

WORKSHEET EDoes the volcano in you usually erupt or do you allow it to sleep?Tick a box on the diagram to indicate where you usually are on the volcano .

For discussion :- Does the volcano in you sometimes take over and affectyour self control?

- How can a person's behaviour change when they are out ofcontrol?

- How do you effectively manage to control the volcano in you?For example, some people like to punch a pillow, or go running,or be alone for awhile and cry.

- What could you do next time to ensure that the volcanodoesn't erupt?

WORKSHEET F

Read this story:

Kate is generally a very popular kid but lately her friends have noticedthat her moods change from being really happy and excitable to beingpretty down and miserable . It's difficult to work out what sort of moodshe'll be in when she walks through the door but usually you know bytaking one look at her. She doesn't seem to try to control her moodslike the other kids in the class and she makes it known to everyone justhow she's feeling . This unpredictable behaviour is confusing to her closefriends .

Kate has been going through a pretty rough patch at home. Her mum and dad have beenarguing again . Her parents have been constantly at each other since Dad lost his job andKate is worried that he might leave again . Both her parents are under a lot of stress andso Kate finds it hard to talk to them . She thinks that if she opens her mouth to talk, shemight never be able to stop yelling at them . Often she lays awake at night wondering whatthe next day will bring .

Kate is feeling very much under pressure and is concerned that her school work will alsosuffer . Kate likes to achieve high grades but presently is unable to concentrate on her schooltasks . Sometimes she has private thoughts about going to live with her grandmother.

For discussion :

Kate is obviously feeling angry which is okay. It is what she is doing with this anger that isnot okay. Kate needs to deal with her reaction to her problem .

1 . What is Kate's main problem?2 . What might Kate be feeling other than anger?3 . What is she doing with her feelings?4 . How are Kate's moods affecting her relationships with those around her?5 . Would it be a good idea for Kate to bury her emotions and not let anyone know what she is

thinking and feeling?6 . Is it okay to let people know how you are really feeling?7 . Instead of feeling bad about herself, what could Kate do with her moods? How could she handle

this situation differently?8 . From whom could Kate seek support in helping her deal with her emotions and her problem?

is (Changing Pace) - Pg 20

WORKSHEET C (continued)

Billy's way of thinking and acting can be called de-catastrophising - he recognised hisachievements and looked at his disappointment in a realistic way . He made plans to learnfrom the experience and move on .

Carey's way of thinking made a catastrophe out of a disappointment - she talked herselfdown and couldn't look realistically at her achievements. She couldn't move on from thedisappointment she felt .

Look at these statements. Cross out the ones you think are examples of negative thinking .

"I'm never going to get the hang of this"

"If this doesn't work, it doesn't matter because it is my best"

"At least I've tried"

"Everyone else is better at this"

"Why do I always have difficulty?"

"I will give this my best shot"

"I'm going to give up if this doesn't work out"

"I know that I can't do it"

"I will have a go at doing this, even though I haven't tried it before"

"Why do I always gel the) hard things to do?"

"My sister is better than me"

"Why bother?"

"This is okay for my first effort"

Talk yourself into winningnot losing. A failure is not acatastrophe . It's a buildingblock to success .

1-MESSAGES OR YOU-MESSAGESWORKSHEET D

When we feel angry, hurt or rejected, we tend to blame others for what we are feeling . Wesend You - Messages like :

"You make me so angry!" and"You never listen to me!" and"You always pick on my friends!" .

You - Messages block communication because they blame and stir up anger in the otherperson . When you send You - Messages you aren't owning your own feelings .

I - Messages get your feelings across without hurting the other person .

Example:"I feel angry when you tell me off in front of my friends" ;"I feel hurt when you leave me out of things" .

ARE THESE I - MESSAGES OR YOU - MESSAGES?

I feel impatient when you tell me more than once what to do .You never try to help around the house.You only ever think about yourself.When you forget my birthday I feel quite hurt .I would feel better about letting you go if you promised to ring me.You always pick on me.

NOTE: You-Messages are abad communication habit wecan get into at times! Using1-Messages effectively andsincerely takes commitmentand practice!

REWRITE THESE YOU - MESSAGES AS I -MESSAGES, TO SHOW THE PERSON ISOWNING THEIR OWN FEELINGS .

You make me mad when you take mythings .

The teacher is always picking on me.

You should have woken me earlier so thatI could finish my homework.

You're always in a bad mood whichmakes me in a bad mood.

You always leave me out of things .

Worksheets (Changing Pace) - Pg 21

LOOK FOR WAYS TO WIN

WORKSHEET CDo you handle your life like a Winner or a Loser? Read this story about Billy and C

Billy has just finished video taping a presentation for his next English class . Studen',asked to present a 5 minute taped talk about themselves .

To prepare for this, Billy had set the scene in his bedroom . He displayed all of hispossessions and memorabilia out on his desk and prepared the main points bythem in large print and sticking them to his cupboard door.His dad had videoed the presentation for him and after viewing the end result, Billy tithat the teacher would be pretty happy. There were a few mistakes he felt disap;about, but for a first attempt he felt he had done OK. He thanked his dad for helpiland thought about how he might tackle his next video presentation .

Carey felt very differently at the end of her taping session . She had prepared in musame way, but things didn't quite go to plan . She kept wanting her dad to re-tape thebecause she felt it wasn't good enough, even though her dad had told her that sheedit any mistakes out in the final presentation .The more re-taping that her dad did, the more frustrating it became for them both .it was finally finished, they sat down together to watch the video. With her headCarey told her dad that she still wasn't happy with it. She was very worried that the towould think it wasn't as good as the other kids' . She knew that she had probablymuch more time than anybody else but still it wasn't good enough .Next morning she said to her mum that her video was no good and that she'd never beto do it right . She went to school feeling very down after having worried about it allShe told the teacher she hadn't done the task because the video camera wouldn't w

- What sorts of things did Billy think, say and do to be a Winner in this situation?

- What sorts of things did Carey think, say and do to be a Loser in this situation?

- How do you think Billy will handle his next English presentation task?

- How do you think Carey will handle her next English presentation task?

(con

Worksheets (Changing Pace) -

Worksheets (Changing Pace) - Pg 18

LISTEN TO YOUR FEELINGS

WORKSHEET B

- Sometimes our words don't say all we are feeling . Feelings can be hidden deep dove- Try to listen for what other people are feeling when they tell you something . It will helyou understand their point of view .

- Try to listen to your own feelings . It will help you understand yourself!

Imagine someone is saying these things to you . What do you think they are feeling deedown?

Fill in the gaps.

When you hear your friend say . . . . . . . . . he/she is feeling . . . . . . . . . . . .

I am the smallest in the class, but I don'tcare .

Do you think that my project looks okay?

I think Gavan's hair cut is cool, why can't 'I get the same cut?

I would really like to be invited, but I can'task her . 3

I hate graphics . The other kids are muchbetter at it .

I finally made the swimming team!

I've tried my best and I only got a C.

You don't need to drop me off, I'll walk .

I really love the top that Mum bought me.

It doesn't matter that I didn't go to thebreak up . It didn't sound that greatanyway.

I wasn't frightened by that big kid but Ihope he doesn't try it again.

WORKSHEET ASometimes we don't really mean what we say.Our body language gives the clue to our real feelings .What is the real message in these examples?Suggest some appropriate feelings for the last column . The first one is done for you .

"Demonstrating Body Language"In pairs, try out some different forms of body language and discover how it works:- How parents react when your report card comes in- When you have not been selected as a team member- You've won the writing competition

.- When Dad forgot your birthday- When you were invited to a friend's party

DOES FEELS

k care hunches shoulders, eg. (hurt, rejected)folds arms

didn't do it looks away,shuffles feet

hat's OK sighs loudly, turnsaway

I'm having a looks at door often,r

great time yawns

I can manage holds head in hands,sweats

RESILIENT KIDS ,- CHANGING PACE

TAKING STEPS CHART

1 . STOP

I am feeling uncomfortable . Is there a problem?

2 . LOOK ^

Stand'back and take a look at the problem from both sides.

3. LISTEN

Listen to your feelings . What message are they giving me?

What do I feel like doing? Is this a good idea? Will this bethe best solution?

5. ACT

Examine all information, talk to someone who may be ableto help . Make a decision and see it through.

It is important to try again if this doesn't work. Re-evaluate your strategies.

RESILIENT KIDS - CHANGING PACE

STEP 4 KEEP TRYING!

At-home activities for parents to use with their children .Send a letter and a copy of these accompanying activities home to parents .

Sample letter to parents introducing the Key Concept :"Encountering Disappointment. Thinking and Acting Positively" (Lower-Middle Secondary)

RESILIENT KIDSOn track through optimism, coping skills and personal mastery

Dear Parents,This year your child is participating in discussion and activities based around

the topic of "Encountering Disappointment : Thinking and Acting Positively" .

A number of activities have been presented to encourage a more positive and realisticapproach to challenging situations and to boost the social and problem-solving skills of yourchild . For example, we are working on the skill of taking steps to manage uncomfortablefeelings and situations .

All young adolescents will experience uncomfortable feelings . All feelings need to beaccepted, including the ones that bring a sense of discomfort . They could be sending amessage of warning that something is wrong . These uncomfortable feelings may arisefrom a number of issues e.g . friendships, body image, pressures at home or school . Inessence this is not the problem . A range of emotions needs to be expressed for personalgrowth . It's how these feelings are expressed that can be the problem . It is important thatnegative experiences are turned around .

You are in a position to help your child turn the negative experiences around . Here are somegeneral concepts to apply in this situation but it may help to put it into practice yourself first.

The skills emphasized throughout the year are those needed to promote resiliency in theyoung person . Please use the suggested activities at home with your child . It will help toreinforce the skills already practised in the classroom . 'Home is a great classroom for thereal world!"

Yours truly,

RESILIENT MDS - CHANGING PACE

TAKING STEPSBy this age, your child is finding it harder to come to you for advice because of theirdeveloping need to test their independence .Help them work through their problems and come to their own solutions by asking themthe right questions. This chart will help you do that .

PROBLEM SOLVING: THE FIVE STEPS

From "The Optimistic Child" by Martin Seligmanf

Step 1 :

Slow Down. Think about the situation . (''What is really happening?")Step 2 :

Perspective Taking. Consider what reasons others may have for behaving theway they did/do to you . ("Why do you think she/he said that to you? How do youthink she/he was feeling when that happened?")

Step 3 :

Goal Setting. Consider what you would like to have happen . List things youcould do to help reach this goal . ("How would you like this to all end up? Whatdo you think you need to do to make that happen?")

Step 4 :

Choosing a Path. Think about the options and decide which course of action isbest. Look at the pros and cons for each option . (''Have you thought about howthat will work out?")

Step 5 :

How Did It Go? Check whether it worked .

If not, then try another solution .("How do you feel about things at the moment? Have you thought about tryingsomething different?")

Your child has worked through a similar set of steps in class calling Taking Steps.Reinforce this at home by :- Displaying the Taking Steps Chart on the fridge or pinboard .- Discussing the chart's aims with your child .- Looking for opportunities to encourage your child to turn setbacks into growth by takingpositive action .

- Being a good role model for your child by practising this process when problems arise inlife .

RESILIENT KIDS - CHANGING PACE

- Use the story, discussion guide and activities on Worksheet C and/or CD-Rom to helpstudents understand the difference between positive and negative self-talk and theirimpact on our ability to de-catastrophise a setback .

- Zap the Cat! A follow-up game on CD-Rom "Look for ways to win" to reinforce thede-catastrophising message . Player is rewarded each time he/she selects ade-catastrophising response to a situation .

5 . I - Messages and You - Messages- Using Worksheet D, explain I - Messages and You - Messages and complete theactivities . These exercises can raise students' awareness of the need to own their ownfeelings rather than blame others .

- Follow up with CD-Rom activity.

STEP 3

DO IT!

Emphasis: I own my feelings and I choose to manage my feelings.

Choose from these activities .

1 . Feeling Aggro!- Introduce a discussion about anger along these lines :Anger is a very common emotion and can be very useful if it is managed appropriately.The energy of ANGER can spur us to valuable ACTION . For example, getting ANGRYover pollution and waste issues can lead you to take positive environmental ACTION inyour local community.

- What makes you angry?Students to complete the following statement :I get angry when. . . . . . . . . . . . . They may write down as many responses as they wish .(Note : It is not necessary to share these with the class . If students do share theirresponses, instruct them to only choose an example which is not too personal to themselvesor anyone else . Beware of disclosures that are too revealing .)

- Unfortunately, all too often we choose to let our anger manage us .Using the picture of the volcano on Worksheet E and the accompanying discussionquestions, talk about the effects of uncontrolled anger.On the board, brainstorm as many suggestions as possible for managing anger.

- Follow up with CD-Rom activity.

2 . What's Wrong With Kate?- Use the story and the accompanying discussion questions on Worksheet F and/orCD-Rom to emphasise that anger can be destructive to relationships if it is not managedin positive ways .

3 . I Can Deal with This!- Discuss the sample situations on Worksheet G and work through the ideas fordealing with a difficult situation . Encourage students to understand that they can takesteps to turn a negative situation around so that some positives are gained . This leadsinto Activity #4 and the Taking Steps strategy .

- Follow up with CD-Rom activity.

RESILIENT KIDS - CHANGING PACE

4 . Taking StepsFive steps to coping with tricky situations .- Discuss the Taking Steps chart on Worksheet H with students. In small groups and/orclass talk through the following situations using the guidelines on the chart .Situations :My friend wants me to steal something from a shop.A gang of kids at the station is bothering me.My best friend doesn't want me to hang around with anyone else.l have so manyjobs to do at home now that 1 don't have time for my homework.

- Follow up with CD-Rom activity.- Display an enlarged copy of the Taking Steps strategy prominently in the classroom soyou can refer to it from time to time and reinforce the messages .

- Make up a wallet-sized laminated card with the Taking Steps strategy on it for eachstudent to keep . (Go to Wallet Card on page 28 and follow the instructions given .)

- Refer back to Kate's situation (Activity #2) and use the Taking Steps Chart to workthrough a solution for her.

5 . Escape Routes- Play the game "Escape Routes" on the CD-Rom to see how you can change the courseof events by making good choices .

6 . The Maze of Life- Individual students can play this gameresilient attitudes in life .

- An accompanying activity sheet is available for students to use as they move through themaze - Worksheet I .

- Discuss and reinforce the concepts in the Maze of Life activity eg . I'll try again, I'll asksomebody to help me etc .

activity on the CD-Rom which encourages

7 . Topics for the older student for Writing, Discussion, Debate .- There are no bad feelings . It is what you do with the feelings that can be right or wrong .- Suppressing feelings can lead to physical and emotional problems .- Our body is the best indicator of what we are really feeling- Everyone has uncomfortable feelings .- Anger can be channelled into good action .- Write about a time when you had a strong feeling about something e.g . fear.Describe what happened, how you felt, what your body was telling you and how youhandled it. How do you feel about that situation now? Would you handle it differentlynow? Use the Taking Steps formula to help you work it through a second time .

Lesson Outlines - Po 13

RESILIENT KIDS - CHANGING PACE

`CHANGING PACE' (Ages 12 -15)

KEY CONCEPT. "Encountering Disappointment: Thinking and Acting Positively"

STEP 1 WHY?

Some background ideas:

For Teachers :

Through the extensive research of Martin Seligman, author of The Optimistic Child, we knowthat self esteem is not the only factor needed for a productive and healthypersonality. Individuals require more than the 'feel good' factor to cope with life's adversitiesand challenges. They also need the skills to promote resiliency, which involves identifyingand responding appropriately to both positive and negative feelings and situations.

Skills and attitudes of the resilient personality can be fostered and developed .

Extra tip : When talking with students about feelings or emotions, try to use the terms'comfortable' and'uncomfortable' rather than 'good' and'bad' . Students will gain the sense thatall our feelings are of value and need to be validated .

For Students :

"Part of being a teenager is dealing with change . This is particularly significant with all thephysical and emotional changes that are now going on in your lives . Life throws out anumber of challenges to which you will need to respond . Everyone has a choice torespond appropriately or inappropriately to a situation . How you respond is a measure ofhow well you will cope with life situations .

As we continue to grow we learn more about our feelings . Some feelings are easier to dealwith than others but you must remember that it's okay to have both comfortable anduncomfortable feelings . Both are necessary to your growth as a whole person . However,it is important to listen to what the uncomfortable feelings are telling you so that you dealwith situations effectively and learn more about coping with other similar situations ."

STEP 2 HOW TO?

Identifying and accepting both comfortable and uncomfortable feelings .Choose from these activities .

1 . We own our feelings!- Begin a list on the board e.g . sad, embarrassed, calm . Ask students to identify whatthese words all describe, i .e . feelings/emotions . Allow students to add to the list .Encourage a broad range of examples to be cited .

- Ask students to begin grouping these words in some way. They must decide upon somecategories. Lead discussion into a comparison of uncomfortable and comfortable feelings.Some feelings are more comfortable than others . Which are the ones that kids finddifficult to accept or difficult to manage? Suggestions : anger, guilt, embarrassment, shyness .

RESILIENT KIDS - CHANGING PACE

- Direct the discussion along these lines : Our body lets us know how we are feeling e .heart racing, sweaty palms, uptight body, etc . We need to be aware of and pay attenticto these signals . These feelings need to be dealt with rather than pushed downCgnoreWe all have these difficult feelings.

- Ask students to think of some examples of when your body is telling you to pay attenticto how you are feeling . e.g . when you are feeling 'down' your body may feel as if yhave been knocked down by a 'steam roller' or when you are excited, your body feEenergetic and bouncy. Students to contribute further examples .

- Emphasise that feelings are changeable and can change very quickly. This cisometimes lead to confusion - this is quite typical of what happens during the teenacyears. Reassure students that uncomfortable thoughts and feelings will pass, particularif you reach out for help to someone you can trust .

2 . Body Language- Introduce the concept of Body Language with a quick Role Play: Choose a student to conout and tell you something very important, for example, her house burnt down last night,the family pet has disappeared, or her big term assignment was accidentally thrown aweWhile student is telling you this sad story, busy yourself doing other things - tidy yodesk, look for something in a folder, clean your fingernails, read a book, etc . Keep telliistudent - "Go on, I'm listening ." After a few minutes end the role play.Ask student to describe what it was like to try to tell you the sad story. Ask class what thnoticed about how easy/difficult it was for the student to keep going . What were ycactions saying about the quality of your listening? What message did the student actuareceive from you?

Lead into a discussion about Body Language along these lines: Body language, methan what we say, is often the true indicator of how we are feeling . Body language includ-our gestures, posture and facial expressions . Mime artists communicate emotions entir(by actions - no words at all! It is easy to send mixed messages ; that's when our vertcommunication (what we say) clashes with our body language (as in the role play) .

Use Worksheet A or follow up with CD-Rom activity 'Reading Body Language'investigate Body Language more closely by interpreting mixed messages and th(demonstrating different kinds of Body Language .

3 . Listen to your Feelings- Our feelings can be hidden underneath the words we speak. Use Worksheet B to hEstudents look for the feeling underlying the words people speak. This will in toencourage self-awareness which is an important tool for personal growth . It might helpspeak some of the statements aloud so that students can pick up on changes in tonevoice which are useful indicators of underlying feelings.

- Follow up with CD-Rom activity, Listen to Your Feelings .

4 . Look For Ways To Win- Negative thinking tends to turn a temporary setback into a catastrophe. Positive thinkulooks realistically at disappointments and failures and places them in a broader contEof growing and learning . This allows forward movement away from the event . We can cthis de-catastrophising .

Lesson Outlines -

STRESS BUSTERS FOR TEACHERS (continued)

Pamper yourself : Self-care is important . Take little short breaks (go away for theweekend), relax in a scented bath, have a massage, do something you've alwayswanted to do.

Ease yourself into the day: Choosing how you begin the day gives you a sense ofcontrol . Get up a bit earlier to have some time to yourself, or park the car awayfrom school and enjoy a quiet walk to work .

Release some pressure during the day: Read a magazine during lunch, sit in the sunor tend a pot plant or go for a walk. Add humour to your life - share a joke, andwatch a funny movie. Listen to a relaxing tape .

Establish a buddy system : A sense of belonging is vital to our well-being . Teachersworking in today's educational system often have difficulty in establishing a sensoof belonging. In an atmosphere of increased competition, many teacherslonger feel free to share with other staff members their fears of not being ablecope . An alternative is to establish a buddy system outside the school with Eriewho are teachers with whom you feel safe to `unload' .

And finally. . .People who burn-out are often the best workers. Teachers today fulfill somore roles than that of educators . Often they are parent, therapist, psycholand pastoral carer as well .

Many professions have incorporated professional forms of supportssupervision or consultancy as a vital component to safeguard the well-beieffectiveness of the service provider. It is not surprising that tonormally working without such levels of personal support, areoverstretched . Do not ignore the symptoms . It is a sign of strength tothat you might need help .

In taking care of yourself, you will be better able to take care of others.

STRESS BUSTERS FOR TEACHERSTeachers need to pay attention to their own needs as well as those of the students in theircare . There is an expectation that teachers will appear strong, self-reliant and incontrol in the classroom, thus instilling a sense of security and confidence in theirstudents . However this is often in contrast to the inner feelings of self-doubt and attrition(a seeping away of energy, hopes, ideals, and youth) so inherent in the teachingprofession today.Teachers with burn-out have neither the resources nor the wisdom to deal with theirstudents' life issues so it is important that they :- monitor their own levels of stress and- develop strategies of self- care .

IDENTIFYING SIGNPOSTS OF STRESSEnergy spent on worry, stress or burnout is wasted energy and can affect us physically,mentally and spiritually.

Early stages : PhysicalTiredness and lethargyMore susceptible to colds, aches and painsNo longer feel better after a good sleepVague sense of feeling unwell from which there is no relief.

Intermediate stages : PsychologicalFeelings of insecurity and inadequacyContinually avoiding and procrastinatingFeeling distanced from othersFeeling unappreciated and that family and friends are selfish and demandingUnexplained depression, irritability and withdrawal

Later stages : SpiritualSelf-doubt and questioning of values and beliefsWanting to get away all the timeFeeling resentful one minute and guilty the nextIntolerant of others and not able to be close with anyoneAlways pessimistic

If you are experiencing some level of burn-out, treat the symptoms . Change worrying intoproblem-solving . Get started on the job nearest you and regain a sense of power . Giveyourself some time and space . Take it slowly, one step at a time .

RESILIENT KIDS - Pg 7

RESILIENT KIDS - CHANGING PACE

WALLET CARD(to be printed off as a small two sided wallet card .)

Wallet Card Instructions :1 . Copy required numbers of this page onto coloured card or print in colour direct from

PDFs.2 . Fold over and laminate

WHEN YOUHAVE A

PROBLEM ANDYOU NEEDA PLAN . . .

1 . STOP I am feeling uncomfortable . Is there a problem?2. LOOK Stand back and take a look at the problem from

both sides .3. LISTEN Listen to your feelings . What message are

they giving me?4. THINK What do I feel like doing? Is this a good idea?

Will this be the best solution?5. ACT Examine all information, talk to someone who

may be able to help . Do it and stick to your plan .Remember to try again if this doesn't work .