A basic tool to think through consequences, “If this happens, then what do you think will happen next?” or “If we decided to do this, then what do you think might happen as a result?” Brainstorm a variety of outcomes and consider the gains and losses, bounty and sacrifice, of each outcome. Get youth to …
Provide opportunities through art, music or writing for youth to express their own identities, history, affiliations, values, intentions, and needs, etc. Explore different facets of ascribed or acquired identity: ethnicity, race, gender, religion, language, geography, sexual orientation, vocation, avocation, and so on. Find intersections and commonalities between various identities, and find hybrid identities that entwine …
More likely than not, when people are angry or upset, they are expressing their “position” or a hardline stance on something. It’s important to teach youth how to identify underlying needs and interests by asking open-ended questions to learn more. “Tell me more…,” “What would you like to see happen?,” “What do you need?” etc. …
Have youth respond in writing to the prompt “I wish my __________________ (fill in person or role) knew…….” in order to learn more about their personal lives. This activity allows for deeper connection with youth and often brings up social-emotional challenges the person is facing. Many people find that doing this in writing is easier …
Used to confront a behavior without placing blame on another. . Also used to recognize one’s emotions. Another use is to state a point of view without requiring the other person to agree with the point of view. To use an “I” Statement, start a sentence with “I” and describe how you feel, without including …
When a young person is in the throes of anger, panic, or emotional outburst, often their minds and bodies are experiencing a stress response whereby they literally feel unsafe. Instead of yelling at them or isolating them, let them know that they are safe. Try saying, “I am here for you. I love you/I care …
An interactive game to learn names and qualities about people in a group, that teaches skills of investigation, appreciating diversity, identifying similarities and differences. Photocopy a “human bingo” sheet (many samples are online) for each participant. Each box will have a characteristic or something a person can do or that they possess. Examples include: “can …
When appropriate, hugs help us feel better. When a child is having a tantrum, try asking for a hug or saying, “When you are ready, I’d be happy to give you hug.” Rarely does anything more need to be said and everyone can move on.
Design a huaka‘i or fieldtrip for youth to help them better understand the history, culture, and land systems (ahupua‘a) of Hawai‘i. Your huaka‘i might focus on indigenous culture (i.e.: lo‘i, fishpond) or local culture (i.e.: plantation village, sugar mill). Think about (1) Arrangements – researching, making the reservations, cost, what to bring; (2) Logistics – …
After analyzing the information surrounding a problem or challenge, what is your reaction? Were the systems fair? Why or why not? Identify one or two youth to do video interviews with fellow children/students to learn their reactions. Compile them into one video piece. For young children, this can be facilitated by parents, caregivers or teachers …