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Week 3 – Chapter 2

By September 23, 2015February 3rd, 2016No Comments

Week 3-14


Welcome to Week 3 of The Best of Friends program!  We start Chapter 2 this week with the theme: Ups and Downs in friendships. In this chapter, we focus on managing the ever-changing dynamics of friendships, how to manage ‘frenemies’ and how to make things right with our friends and peers.

Chapter Two Plot:

In this chapter, Coco and Salma head to the park to enjoy some free play, together with Coco’s mum and Flip and Flop – the loyal dogs. While they are there, the girls come across Harriet, the popular girl at school.  Coco’s is excited to see Harriet, but Salma’s response is quite different. In these pages, we see that Coco fails to empathise with her friend and Salma has trouble communicating her feelings.

How to use the stories with your child at home:

  • Revise this story together with your child;
  • Discuss your own experiences in relation to similar events;
  • Ask questions about how your child would resolve some of the events described in the story;
  • Explore the emotions each participant experiences with a focus on empathy and what each emotion ‘looks’ and ‘feels’ like.

The Activities

In this chapter, there are pen & paper, art and craft, role play, and puzzle-based activities.

Introductory Question

The initial questions in this chapter relate to the definition of what makes a good friend and how we can manage problems within our friendships. We ask participants to describe a good friend and to recall how disagreements are overcome within this friendship. This chapter also explores acceptance and tolerance within friendships based on characters in the story and examples shared by participants.

The goals for participants during this activity are:

  • to articulate and record their preferences about what makes an ideal friend
  • to compare what qualities or traits different participants value the most in friendships
  • to listen to and acknowledge how other participants explain their preferences in friendships
  • to increase their self awareness and self assessment around the influence of others on their feelings and emotions
  • to reflect on what they have learnt from their experiences with friends/peers
  • to acknowledge that maintaining a friendship requires effort
  • to explore and describe unhealthy friendships
  • to practise being assertive

Different Friends for Different People

Pen and paper tasks often provide participants with an opportunity for self-reflection. This activity also allows for comparisons with other participants. The aim is to help individuals determine what is important to other same-aged peers while learning more about themselves and what is uniquely important to them.

The main purpose of this activity is for participants to reflect on what characteristics are important when choosing a friend. For greater clarity, participants are asked to order their responses from 1 to 10 to further define and prioritise qualities of a friend. Participants are also asked to consider what qualities help to initiate a friendship and what is needed in a friend to make a friendship last.

The goals for participants during this activity are:

  • to gain a greater understanding of what they need from a friend
  • to record these characteristics in their workbook for future reference
  • to rank qualities of a friend in order of importance
  • to compare values in a friend with same-aged peers
  • to consider their own personal qualities as a friend and community member

Role Play: Repairing a Broken Friendship

The ability to resolve conflict is an important skill to maintain friendships. This role play is designed to encourage participants to explore the ingredients and skills necessary to repair a broken friendship. This activity provides a safe setting for participants to practise emerging conflict resolution skills and to receive feedback from the facilitator. Same-aged peers can help to normalise common triggers for conflict in friendships.

The main purpose of this activity is to teach participants how to resolve conflict with peers. Participants will learn how to recognise the early signs of conflict by empathising with others and adopting a different perspective. This chapter offers a step-by-step guide to resolving conflict quickly and easily.

During this activity participants will practise understanding, acknowledging, empathising, apologising and resolving common conflicts in the school setting. The role plays provide an opportunity for participants to practise repairing a broken friendships in a fun and safe setting, while the facilitator encourages the use of open body language, eye contact, and non-verbal techniques to help resolve conflict.

The goals for participants during this activity are:

  • to develop conflict resolution skills that can be applied to a variety of social settings
  • to understand the core elements necessary for successfully resolving conflict
  • to reflect on prior experiences and feelings associated with broken friendships
  • to observe other peers practising interpersonal conflict resolution skills
  • to recognise the way body language can impact effective communication
  • to improve communication skills by listening to and sharing ideas with the group
  • to recognise the benefits of repairing and nurturing relationships

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