© YouthLight, Inc.6

Objective:To help students examine some of their behaviors and how they affect friendship issues.

Procedures:Positive peer relationships are crucial to most adolescents. But often when students struggle with friendship issues they tend to blame others; they seldom accept personal responsibility for their actions.

Read the following two quotes as a jump start to a group discussion.“The key ingredient in the formula for success is the ability to get along with others.” —Teddy Roosevelt.“The only person you can change is you, but when you change, others change.”

Ask the students what they think these quotes mean. Also you may want to ask students to mention which behaviors of others are annoying such as gossiping, bragging, bullying, or whining. Make a list of these behaviors on a chart or tablet.

After the discussion, have the students complete the Likeability Scale. The object here is to have the students take a close look at their friendship skills. Hopefully some will discover that they may be doing things that are hindering their ability to get along with others. Ginny might realize that when it comes to the many conflicts she’s having with others that, “Maybe it’s me!”

Discussion questions:1. Do you agree with Teddy Roosevelt’s quote? Why?

2. Do you believe that one’s social skills will get them further ahead in life than academic skills? Explain your answer.

3. What are a couple of strategies you used in an attempt to get along better with a difficult person?

4. Dr. William Glasser noted, “Happy people are constantly evaluating themselves. Unhappy people are constantly evaluating others.” What are your thoughts about his quote?

5. Humorist and author Will Rogers said, “I never met a man I didn’t like.” Is that possible? Explain.

MAYBE IT’S ME!LESSON 1

Used with permission from Got Grit Lesson Guide by Tom Carr, www.youthlight.com

7© YouthLight, Inc.

Directions:

The purpose of this activity is to explore and evaluate your behaviors and how they affect your likeability. How are you doing? Rate yourself on the following scale. 5 = I’m doing great in this area 4 = I’m doing fine but could do a little better. 3 = I’m not sure. I’m undecided. Sometimes I think I’m okay but sometimes not so good. 2 = I’m somewhat weak in this area. 1 = I’m not doing well in this area. I have much room for improvement!

The Likeability Scale

I consider myself a good listener. I truly listen when someone talks to me.

I avoid bragging, boasting, and talking too much about myself.

I do my best to avoid gossiping, talking negatively about others.

I do my best to help others when needed.

I always try my best to be honest.

I show interest in others.

I do not whine or complain.

I handle criticism well.

I celebrate others’ achievements.

I’m invitational. I invite others to join me in activities such as lunch, clubs, or games.

I avoid put-downs and discouraging remarks.

I respect everyone, regardless of race, gender, religion, nationality, etc.

I do my best to lift others up when they are feeling down.

I do my best to ask others, “How are you? What’s happening?”

ACTIV

ITY

Used with permission from Got Grit Lesson Guide by Tom Carr, www.youthlight.com

Objective To help students recognize different senses and how they can use senses to help with grief/loss/trauma through visualizations

Materials Using My Senses to Find Inner Peace worksheetColored Pencils MarkersPensPencils

Procedures Open the activity by having a brief round of “here or not here” (ask students if they are here or not here mentally).

Today’s activity will focus on the use of our senses to help us grieve mindfully and keep the memory of our loved one with us. Start by introducing the senses. Ask for volunteers to list the senses (the senses can be written on the board) touch, smell, breath, hear, and see.

After the students have listed the senses, tell them to think of a memory of the loss or trauma they are currently experiencing. Next, hand out the worksheet with the outline of a hand. Instruct students to think about the memory in reference to their senses. The goal is keep a memory close using all of their senses, mindfully keeping the memory with them when they need to calm down.

Students will now write the memory in the center of the hand (example: walking my dog). The students will use the fingers to label each finger as taste, see, taste, hear, and smell. Each sense will represent a memory. Instruct students to complete the activity based on the memory they have selected.

After a few minutes, ask for student volunteers to share their memory.

Follow Up QuestionsWhat did you learn about your senses?How do your senses affect a memory of the person or thing you lost?How can this activity help people who have experienced a loss?

CloseRepeat and meditate on the Daily Mantra.

Using My Senses to Find Inner Peace: Connecting to Your Loss and Grief

{ ACTIVITY 9 }

©YouthLight Used with permission from Mindful Practices for Troubled Teens by Natalie Spencer, www.youthlight.com

Write a loss you have experienced in the palm of the hand. Then write your experience for each of the senses based on who or what you lost.

I hea

r . .

.

I fee

l . .

.

I see

. . .

I tas

te .

. .

I smell

. . .

Using My Senses to Find Inner Peace: Connecting to Your Loss and Grief

©YouthLight Used with permission from Mindful Practices for Troubled Teens by Natalie Spencer, www.youthlight.com

©YouthLight

Practice the following four steps to increase your overall awareness. Don’t worry if you feel awkward. The more you practice, the more

the steps will come naturally.

Step 1: StopThe first step to become more mindful is to stop and acknowledge your feelings and

surroundings. If you feel upset, angry, or sad allow it to stay with you.

Step 2: Take Deep BreathsOnce you recognize your emotion, pay attention to your breathing.

Are you breathing heavy? Fast? Slow?

Mindful breathing is simple. Simply take a deep breath in through your nose as if you are smelling a flower for three seconds. Hold the breath for two seconds then breathe out through

your mouth. You should breathe out as if you are gently blowing out a candle.

Step 3: Relax your bodyAs you breathe in and out, make sure you are seated in a comfortable position. You can either

sit in a chair, on the floor with your legs crossed, or you can find a comfortable spot to lay down. As you relax your body, remove all tension. You can start with your shoulders and work down to

your stomach, legs, and finally feet. This step will take practice. Stay with it.

Step 4: Do Not Judge. Judging yourself and others The final step is trusting the mindful steps and not judging yourself or others.

We all experience emotions differently. Removing judgment of yourself and others removes negative thoughts and feelings and welcomes love and acceptance.

My Mindful Journey

Used with permission from Mindful Practices for Troubled Teens by Natalie Spencer, www.youthlight.com