How - Structure of each lesson

Weekly Process

A.  Check-in:

    1. How do you feel today? (one word)

    2. What is on your mind? (one word)

    3. Allow room for any open discussion on anything that comes up in check-in process. 

    4. Especially in the beginning weeks of the program, ice breaker activities could be very helpful for the check-in process.

 

B.  Discussion of Topic of the Week

Every topic we will discuss over the 20 weeks will have these aspects. And we can approach each topic by contextualizing with these aspects:

    Emotional awareness

    Relationships

    Self-identity

    Perspective/truth/objectivity:  If we are genuinely seekers of truth/reality, we know not to jump to conclusions about other people or ourselves. We can appreciate that there could be more to what we think they're saying/thinking. Learning to withhold judgment about others and about ourselves leads to better mental health outcomes and relationships. That voice inside us with the negative and false narrative has less of a grip on us

    Physical health (sleep, diet, exercise)

See below (Appendix A) for explanation of each aspect and how to apply it for an example topic.

If you ever find yourself in doubt over your approach to each lesson, just refer to the over-arching objectives (see below Appendix B). You're doing OK!  

C.  Check-out:

1. What have you learned today?

2. What do you want  to do differently now that you know this. Set an "action step" for yourself.

3. Allow room for any open discussion on anything that comes up in check-out process.

Appendix A.

Example of applying the "Aspects" to topic of stress:

Relationships: friendships can be a source of support when we are feeling stressed about schoolwork. However, if all your friends are "too cool for school" you might find it more challenging to stay focused. [the students can experience what it's like to relate to each other's stress about school and come to see how they're not alone and can support each other just by sharing/relating]
   

 Self-identity: when you do not do well in school, the sense of failure might change how you view yourself and your potential to succeed. The feeling of insecurity could add to self-defeating thinking.. "What's the point of trying when I'm not cut out for this anyhow"
    

Perspective/truth/objectivity: this ties into self-identity. "There's more to me than I think. I will withhold judgment on myself and take a pause to think more deeply about the big picture here. The truth is that failure is a part of growth and learning. Even Elon Musk has failed many times in the beginning."
 

Physical health:    I need to sleep to be able to meet my goals. Watching tiktok videos all night is huge detriment to my health and ability to perform well in school. It also makes me more irritable with my siblings. Going for a walk or a jog helps me with stress and clear my mind when I have a lot on my plate.

The group facilitator would expand on these components ideally as a discussion. By asking students "have you ever felt.."-type questions ("have you ever felt better after going for a walk or eating a good meal?" "what was it like to pull an all-nighter and feel sleep deprived), students will be able to relate to each other and gain insight and knowledge this way rather than abstractly. The topics will be more accessible this way.

 

Appendix B.

Over-Arching Objectives

--Discussion format:  Providing a safe space for them to relate with one another. Modeling what it means to communicate to each other with respect, empathy, and acceptance. Encouraging them to share their vision and interests with one another.

--Goal-setting:  Helping them set goals for themselves and encouraging them to meet their goals. Motivating them to meet their goals and educating them on how to be process-oriented.

--Emotional awareness:  Bring attention to their experience of emotions and give them the opportunity to express how they feel. Show interest in what they feel and respond with kindness.

--Psychoeducation:  Introduce SEL (social, emotional, learning) topics and engage them in group discussion. Allow them to share how these topics relate to their lives and help them find common ground with each other.