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Week 8 – Chapter 4

By February 4, 2016November 8th, 2020No Comments

Welcome to 8

We continue with chapter 4 in Week 8. While one of our characters is really obsessed with a video game, his friends start to lose their patience and ignore him. We practice our negotiation skills during role play and move into looking at individual emotional responses to shared experiences. Here we learn more about labelling our emotions and how to manage their intensity. The story wraps up with some positive help-seeking behaviour, apology practice and a range of other lessons learned. Fieldwork asks parents to help children track their own family’s emotional responses to various events during the week.

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 experience with focus no empathy and how each emotion ‘looks’ like and ‘feel’ like.

The Activities

The activities in this chapter include pen & paper, art and craft, role play, and puzzle-based activities, concluding with a Fieldwork activity to be done at home in the participant’s own time.

Role Play: How to Negociate

In line with previous role plays in the workbook, this exercise is designed to encourage participants to explore the ingredients andskills necessary to successfully negotiate by providing a safe setting to practice emerging skills with individualised feedback from the facilitator. Same-aged peers help to normalise the emotional challenges commonly triggered during a negotiation, such as frustration or anger. The role play allows participants to practise overcoming these barriers in favour of a positive outcome.

The purpose of this role play is to provide an opportunity for participants to consider the key ingredients required to negotiate. Participants can listen while their facilitator explains the importance of each ingredient, giving participants time to process the information. The purpose of the Method section is to provide participants with a structure to practise negotiating in pairs. with a partner. Participants are invited to pick one scenario from a choice of three before generating some ideas to solve the issue and writing down points that both parties agree on.

Goals for Participants

The goals for participants goals during this activity are:

  • to practise finding points of agreement in pairs
  • to consider the most effective compromise for more than one person
  • to practice negotiating in pairs
  • to practice sharing ideas with peers and the facilitator
  • to practice being assertive
  • to listen to and show an interest in others

Feelings and Emotions Monitor

This is a hands-on activity which requires participants to identify the emotions experienced by different people in response to the same event. Drawing on events and characters from the story, this activity gives participants the opportunity to plot points on a graph to also reflect the intensity of each emotional reaction. This allows facilitators to ask the question “Can humans control the intensity of their emotions?”, and encourage participants to consider their own capacity to regulate emotions, such as anger, excitement and fear, particularly in social situations.

One purpose of this activity is for participants to become more aware of the variety of emotions that one person can experience on any given day. By considering the impact of events in the story, participants are encouraged to empathise with different characters in order to correctly identify how each one may be feeling as a result of a specific incident. The emotions named in the workbook are deliberately diverse, to allow facilitators to gauge participants’ emotional vocabulary and correct word usage. Additional blank space is also provided to encourage participants to write their own words to better reflect the emotion in the story.

Goals for Participants

The goals for participants during this activity are:

  • to expand their emotional vocabulary
  • to accurately perceive how others may react to a given situation
  • to understand that emotions can be more or less intense
  • to appreciate that people may react differently to the same situation
  • to develop an understanding of emotional regulation
  • to show insight into their emotional reactions involving peers.

Field Work: Events and Emotions Tracker

This activity is closely aligned to the previous activity only it requires participants to identify and measure their own emotions (and those of one family member), rather than the emotions of Lochie and Coco. This fieldwork provides participants with an opportunity to be more observant in terms of the emotions they experience in a set period of time. It is recommended that participants complete this activity at home, or at another location outside of the school setting.

The purpose of this activity is for participants to practise identifying their emotions and those of at least one other person across the same time period. Designed to encourage both self-awareness and social awareness, this activity draws on previous skills developed in the program, including empathy, emotional recognition and observation skills.

Goals for Participants

The goals for participants during this activity are:

  • to track their feelings and another person’s feelings over time
  • to record emotions and their intensity on the graph provided
  • to recognise how emotional responses impact on behaviour
  • to improve their ability to empathise with others
  • to consider their own capacity to regulate emotions
  • to share their findings with the group for the benefit of others

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