How do leaders lead? What do they do? What do they need to know to be successful? This activity assumes that leadership can be learned through the practice of skills, through guided reflection and discussion, and through observation and analysis of everyday leaders in everyday situations. Youth learn to identify leadership skills in themselves and […]
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It is important to talk with youth about labels and the stereotypes that go along with them. Do peers call your child a “jock” or a “geek”? Does your child use these terms (or others) to describe their peers? Discuss how labels can be limiting, unfounded, and also cruel. Explain that labels do not define
To help youth better understand those who are disabled, it could be helpful to have them explore what it’s like to be “in their shoes”. For example, wearing earplugs to experience reduced hearing; learning about braille to experience reading without sight; having youth create art with only their mouths or feet. The idea is to
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.
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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
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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
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
Learn about Ho‘oponopono, the Hawaiian system for ‘setting it right,’ and restoring individual and community harmony and balance. It promotes acts of healing interpersonal conflicts and is relationship-centered and not agreement-centered. It often involves forgiveness. During Ho‘omalu, practitioners sit in solitude and gather strength prior to speaking one’s true feelings. With all family members working
Keep a journal with writings and/or artwork to record and express what you are most thankful for in your life. There are many small things that are easy to take for granted. This is a good way to recognize and therefore appreciate what we have, so that we may share our talents with others. Suggestion
A way of measuring how everyone is feeling about a process. A useful tool to use as a check-in throughout a process. People show fingers to display their “feeling number,” 5 being fully satisfied/supported, 0 being not happy/not supported at all. Address what could be changed or improved if participants show 0-3s, and evaluate the