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HOPE Circle

Leader Manual

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Session # Topic Page #

Welcome and Seeds of HOPE Overview 7-8

Role of the HOPE Circle Leader and The Process 11-12

Group Dynamics & Difficult People 16

Advocacy 17

Getting Started 18

1 Setting The Stage—Program Overview 19

2 Poverty Is A Health Hazard 25

3 Dream A Little Dream—Setting Goals 33

4 Making Goals SMART 35

5 You Are What You Eat 39

6 Get Moving! 49

7 Why Weight 57

8 Why Weight II 63

9 A Penny Saved—Budgeting And Keeping Track Of Your Money 69

10 Lion, Otter, Golden Retriever—Which One Are You? 73

11 Putting Your Best Foot Forward 81

Table of Contents

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Session # Topic Page #

12 Take A Deep Breath 85

13 Overcoming Barriers And Finding Balance and Final Survey 93

14 Weight...There’s More! 97

15 Sneaky Sodium and Other Food Villains 101

16 Goals—Revisit, Revise, Reward 107

17 Pay Yourself First—Save and Create Assets 109

18 Understanding Your Credit 113

19 Doing Your Own Thing—Small Business Development 119

20 Connect—Relate—Advocate 129

21 Focus On the Positive 133

22 Keep It Moving! 137

23 Let’s Go Grocery Shopping! 139

24 Wrap Up and Reflect 143

Appendix: Advocacy Discussion Starters 145

Appendix: Icebreakers 151

References 157

Community Resources

Table of Contents

Editor’s note: The local resources have been removed.

Consider sharing a list of local resources from your area.

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In Remembrance of Dr. Marci K. Campbell

September 12, 1952-December 14, 2011

Sincere gratitude to Dr. Marci Campbell, the Principal Investigator for this project, who died in 2011. She made a positive impact on the lives on of many people through her work on this and countless other innovative research projects.

Cancer is a Team Sport

By Marci K. Campbell, PhD Since being diagnosed with cancer last year, I have had the common experience of seeing cancer mentioned everywhere—novels, TV, movies, newspapers, and magazines. At first, I avoided any-thing that might show someone ill or dying with cancer. But I gradually have been able to pay more attention to these portrayals. And I found something disturbing—our discourse about the cancer experience is, more often than not, described in warlike military terms. Cancer is a battle, we need to kill the cancer, fight like hell, etc. Rather grim, don’t you think? Cancer treatment is no picnic, and there is definitely courage involved in facing treatments, scans, and news that is good or bad and maintaining positive energy and a good attitude. But that’s just it—the war metaphor doesn’t describe the richness, the gifts, and the beauty of living more in the moment, taking time to enjoy life, and continuing to be productive and involved in our lives and the lives of those who we touch. Cancer can give a new appreciation for all the support and love coming our way. I can’t visualize that positive energy flowing through my body and my life in the context of a battlefield or a fight. Lately, I have been thinking about changing the metaphor to come up with a new way of talking about what it’s like to live with cancer. Maybe sports metaphors would capture the experience and convey a more positive image for patients and the public. Yes, Lance Armstrong has done a lot to promote the image of cancer in terms of competitive sports and beating the odds, but there are those of us for whom a win or cure may not be possible. My thoughts about the relevance of sports images and cancer are more about the enjoyment of the game – of being alive.

Journal pg. 2

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Cancer is a team sport: Boy is it ever! I have my home team: family—my amazing husband, kids and a grandchild on the way. My friends and neighborhood “angels” are part of my team, bring-ing me food, taking me to treatments, and stopping to chat. My medical team is truly superb; they are experts in the field but also caring and accessible. And the nurses are a key part of my treat-ment team, delivering my therapy with accuracy but also with warmth and conversation. Then there’s my work team. Thankfully I have a job where I can continue to work and have the support of wonderful colleagues. And finally there is my away team: Tibetan monks in India praying for me and calling to check on how I am doing, my cousin faithfully sending cheerful postcards, and emails from friends far away. My teams really keep me going. Stay in the game: This mantra has really helped me when learning to cope with other family members’ health problems and it still keeps me going. Even if this treatment stops working or there’s a setback, the important thing is that we are in the game. You can’t win if you don’t play. Who knows what might happen—new breakthroughs, discoveries or treatments? Ken Miller, MD, of the Dana-Farber Cancer Institute, recently told me, “I’m a great believer in the home run” – people responding amazingly to new treatments. I would love a home run but am content with a single, or maybe even a walk. Even if you strike out a couple of times, you still can get more at-bats. Know when to call a time-out: Not a time-out from treatment, but a time-out for yourself. One of the hardest things is slowing down, especially for someone used to being super-productive, con-stantly on the go, and doing things for everyone else. I have to give myself permission to lie on the couch and watch junk TV sometimes. Also, I am learning to say no instead of yes to everything. And I’m letting myself indulge in things that feel good- getting a massage after treatments, soaking in a bubble bath, and going to the beach. Celebrate the small victories: Just playing, surviving another season, is a reason to celebrate! You don’t have to win a trophy or be the MVP to be a success. We just hosted a thank-you party for the many people who have helped us during my first year facing cancer. It was wonderful and we had lots of fun. Why not ask your patients what metaphors work for them? Surely other good metaphors besides sports are out there—art, music, and travel, to name a few. We can start building on these themes, coming up with new messages and ways of thinking and talking about cancer that capture the spirit of the whole experience. We need to convey a more positive, active image for patients living with cancer as well as for their support systems or teams. Maybe the media would even pick it up and change the want the “C” word is discussed. Whatever fits for different people, different perspectives, giving us a meaningful language to discover the crazy and complicated and scary and wonderful aspects of life with cancer. Guest Editorial in the Clinical Journal of Oncology Nursing, Volume 15, Number 4 August 2011

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Welcome!

We are so glad you are interested Seeds of HOPE. As a Circle Leader, you are committing to

supporting other women and helping them make positive changes. This manual is your guide to

Seeds of HOPE. It includes background information about the HOPE Projects, contact

information for Seeds of HOPE team members, HOPE Circle session outlines, and resources for

you to use during your Circle meetings.

Getting Started:

Step One: Read through this manual, including all the HOPE Circle Session outlines

and additional resources. It is important that each Circle cover the content in each of

these sessions and to follow the order as listed in this manual. Each session lasts about

two hours. Because you will bring your own experiences to the Circle, each Circle will

develop its own personality.

Step Two: Circle Leaders should decide on a meeting schedule that will work best for

their group. The outlines in this manual were designed to be for Circle lasting 2 hours

twice a month. However, we have included a sample outline if you plan to meet monthly

or weekly (pgs. 19-21). The most important aspect of the Circles is the support women get

from each other. It is the Circle Leaders role to create a safe place for sharing. It is not

recommended that you allow visitors at your group. Circle members should feel welcomed

and supported by each other.

If you have questions, please contact staff from UNC’s Center for Health Promotion and

Disease Prevention (HPDP) at seedsofhope@unc.edu.

“We cannot change our past. We cannot change the fact that people act in a certain way. We cannot change the

inevitable. The only thing we can do is play on the one string we have, and that is our attitude.”

~Charles R. Swindoll

Editor notes have been added to the original Circle Leader Manual to include lessons learned, com-

ments, and suggestions from HOPE Circle Leaders, or technical assistance and ideas shared by project

staff. You can also download a copy of the Seeds of HOPE journal which includes handouts for the

first 13 sessions. In this manual, you will see the journal page numbers referenced throughout.

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What Is Seeds of HOPE? Seeds of HOPE was a project of the UNC Center for Health Promotion and Disease Prevention (HPDP), a Prevention Research Center funded by the Centers for Disease Control and Prevention (Cooperative Agreement No. 1U48DP001944-0). Since 1993, the UNC Center for Health Promotion and Disease Prevention has been partnering with women in manufacturing plants, health departments, domestic violence agencies, churches and communities to empower women in rural, eastern North Carolina. The focus of our projects has been on weight loss, exercise, healthy eating, stress management, economic empowerment and goal setting.

Seeds of HOPE was a dissemination and implementation of HOPE Works, a previous project that took place in Duplin and Sampson counties from 2004-2009. In HOPE Works, just over 200 women joined HOPE Circles that met to talk about health and wellness, practice healthy behaviors, and support each other to make life changes. Among other things, the study found that women in HOPE Circles lost an average of 4.5 pounds and increased their physical activity by more than 19 minutes per week.

The Seeds of HOPE Project had similar goals to HOPE Works for empowering women and improving their health. Seeds of HOPE used the same HOPE Circle model found in HOPE Works. The curriculum (found in this manual) is similar to HOPE Works, but has been updated with more information. The funding for Seeds of HOPE ends September 2014. Using elements of the RE-AIM model, we tested the Reach, Effectiveness, Adoption, Implementation and Mainte-nance of the project. This helped us determine the most effective way to spread HOPE Circles to other women in the state or around the country.

Women in Duplin, Lenoir, Robeson, and Sampson counties were invited to participate in Seeds of HOPE. HOPE Circle Leaders, women from the community, were trained to lead the sessions. There were three different ways women were recruited as Circle Leaders:

1. Through organizations—various organizations were recruited by Community Coordinators to participate and these organizations selected 1-2 women to be Circle Leaders

2. Through involvement with previous HOPE Projects—women who completed previous studies (completing baseline and follow surveys and attended more than 1/2 of the HOPE Circle sessions) were invited to increase their leadership and spread their knowledge by taking on Circle Leader role

3. Through the community—community members were recruited using flyers, the newspa-per, and online community boards

HOPE Circle Leaders recruited 8-15 women from their organizations or social networks to join their Circles. Leaders received a stipend of $125 a month for leading HOPE Circles for 4-hours a month and participating in a monthly check-in phone call.

Women that joined HOPE Circles had the study explained to them and signed an “informed con-sent” form. To be part of the study they completed a written survey and had their height and weight measured. The survey questions were asked at the beginning of the study and again at the end of the study (6 months later). Women who were part of the HOPE Circles received a journal that will provide the handouts from this manual and encouragement to reach their health and life goals.

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Community Based Participatory Research Working together to improve community health

Seeds of HOPE was a Community Based Participatory Research (CBPR) project developed by community members (Community Action Council) in Duplin, Lenoir, Sampson, and Robeson counties of North Carolina. These women worked in partnership with researchers from the UNC Center for Health Promotion and Disease Prevention in Chapel Hill. CBPR projects involve community members in every step of the research process; from deciding on a topic to be researched to deciding on what should be done about it. Instead of research that is done on communities to gain information and knowledge that benefits the researchers, CBPR is done with communities, so that both the community and researchers benefit from the research. CBPR is an approach to research that involves all partners equally in the research process (from beginning to end) and recognizes the unique strengths that each brings. CBPR begins with a research topic that is important to the community, and has the aim of combining knowledge with action and achieving social change to improve health outcomes and eliminate health disparities. CBPR projects include partnerships with community-based organizations, such as churches, tribal centers, health and service agencies, as well as community residents. Each partner plays a direct role in the research study by:

Bringing community members into the study as partners, not just subjects of the research.

Using the knowledge of the community to understand health problems and to design activities to improve health.

Connecting community members directly with how the research is done and what comes out of it.

Providing immediate benefits from the results of the research to the community that participated in the study.

The university or research institution also has roles and responsibilities:

Recognize and highlight community assets and strengths. Provide real service to the community by addressing the community’s needs. Build and maintain respecting, trusting relationships within/across the community. Sustain relationships beyond the research study itself. Include communities in the planning of the study. Acknowledge and make use of existing community structures.

“When men make money they tend to spend it on themselves, but when women make money they bring benefits to the whole family, particularly the children.” ~Muhammad Yunus

Journal pg. 7

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Rev. David Barnes Katie Barnes, HPDP Seeds of HOPE Project Manager and NCC, Chair Salli Benedict Tabatha Brewer, Community Coordinator Sharon Brown-Singleton, NC Community Health Center Association Lori Carter-Edwards, HPDP Deputy Director & PI Elizabeth Gerken Hooten, CAC Fiscal Officer Wanda Hall-Jordan Barbara Harris Greg Jacobs, Tribal Administrator, Coharie Intra-Tribal Council Darlene Leysath, CAC Chair & NCC Rep

Alexandra Lightfoot, HPDP Andrea Locklear, Community Coordinator Tony Locklear, Executive Director Native American Interfaith Ministries Vicki Martinez, CAC Secretary Rachel Page Rev. Patricia Peterson, CAC Vice Chair A. Imani Rivera, CAC Member at large Delphine Smith Sussie Sutton

The Community Action Council 2012

The Community Action Council (CAC) has been meeting regularly for over 13 years. This council is the

backbone of all of the HOPE projects, and consists of 20 people from Duplin, Lenoir, Robeson, and

Sampson counties, and HPDP. The HOPE Projects were developed by the CAC, and because of their

expertise and understanding of the needs of the communities, the programs really make a difference in

women’s lives.

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Role of the HOPE Circle Leader

HOPE Circle Leaders are a source of wisdom, support and leadership for the women in their HOPE

Circle. Congratulations on your choice to serve in this capacity! The most important role of a HOPE

Circle Leader is to be supportive and provide a safe space. You will lead your Circle through all the

sessions in the manual and encourage discussion, exploration, and growth. You do NOT need to know

everything! You are the guide, but do not have to be the “expert” in the room and do not need to give

advice. You will learn things from the Circle as you allow some of the wisdom to emerge from the

group. Circle members will have their own stories and knowledge to share. You will find that your

Circle takes on its own personality because of the unique women in the room and the relationships you

form as you all come together to learn and share.

You, as a HOPE Circle Leader, will:

Lead Circle members through discussion and physical activities from the manual

Create a supportive environment during the Circle meetings

Encourage Circle members, provide supportive responses, and avoid giving advice

Help Circle members accomplish their goals

Establish and abide by ground rules during meetings, including confidentiality

Stay on track and monitor time during meetings

Provide a healthy snack

There were also certain expectations of Circle Leaders as part of the research process. They:

Understood Seeds of HOPE and the HOPE Circle model

Arranged a time and location for HOPE Circle meetings

Recruited 10-15 women to join your Circle

Assisted HPDP in collecting information for the research project

Completed and submit paperwork in a timely manner

Communicated with Community Coordinators and/or HPDP on a regular basis

“Life is not easy for any of us. But what of that? We must have perseverance and

above all confidence in ourselves. We must believe we are gifted for something

and that this thing must be attained.“ ~Marie Curie

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The environment we aim to create is a “safe space” where women can openly express how they feel and what they need, where they feel free to work together and come up with creative ideas based on group agreements.

HOPE Circle Ground Rules HOPE Circle Leaders are the “guardians” of the Ground Rules to ensure the safe space. You will lead your group through setting ground rules that everyone agrees on. We sit in a Circle, which is an expression of equality. We continually encourage each other to share their experiences and thoughts, with no evaluation or criticism from anyone. This enhances self-esteem and encourages us to focus on the positive in others and ourselves.

By focusing on these ground rules and reviewing them before each session, we encourage Circle members to focus on the quality of the environment we are creating together which makes it safe to share feelings and needs, and to practice these new skills. Former Circle Leaders say…

“Being a Circle Leader has made me more health conscious and exercise and eat better … And I have enjoyed the feeling of fellowship, pertaining to health and the sisterhood.”

“We love the exercise and I love just meeting with the ladies... my favorite part has been seeing some of the ladies begin to talk about setting goals ... My favorite part has just been seeing the enthusiasm in the women and helping them begin to talk as a group.”

Sample Ground Rules

We look for the positive in others and ourselves. No put-downs.

We listen to each other without interrupting.

We keep the conversations we have in this room to ourselves.

We observe confidentiality.

Everyone has a right to pass.

Step up, Step back (If you are normally talkative step back and if you are quiet step up.)

We turn off or silence cell phones.

We enjoy ourselves.

The Process

Journal pg. 6

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HOPE Circle sessions are generally structured in the same way each time. Circle Leaders are

responsible for covering the content in each session, but each Circle will develop its own rou-

tine and personality within the structure. HOPE Circle sessions that meet for 2-hours twice a

month generally proceed as follows:

Arrival: ~15 minutes

Arrive early to set up the space. This may include things like: arranging the space in a

circle, turning on music, setting up food, or somehow making the space special.

Allow Circle members time to arrive, and meet and greet each other. Most Circle

Leaders like to provide healthy refreshments during this time as well.

Welcome: ~15 minutes

Provide a brief overview of the topic and plan for the session.

This can be a good time to review or remind Circle members of the ground rules.

Lead the Circle in an icebreaker or check in such as PIES (pg. 14).

After an icebreaker or check-in, lead a specific check-in about women’s goals. Allow

them to share their progress and challenges they are encountering.

Content and Activities: ~45 minutes

Present the core content for the session. This will look different every time, depending

on the topic. You will usually provide some information from the manual or the

women’s journals and guide Circle members through discussions and activities.

Physical Activity: ~20 minutes

Participate in physical activity as a Circle. Some ideas for physical activities are on the

next page. You can also personalize the physical activity toward things your Circle

members enjoy or new activities you all want to try.

Closing: ~10 minutes

Wrap up the session by allowing women to share a closing statement, such as a lesson

or goal they are taking away from the session.

Briefly share the topic or plan for the next session. This may include “homework” for

the women.

Total Time: 2 Hours

HOPE Circle Sessions

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Icebreakers Icebreakers, fun activities, and/or check-ins are a nice way to bring the Circle together at the beginning of each session. This can be especially important at the first few Circles, as members are still getting to know and trust one another. PIES is a favorite check-in for the HOPE Projects. It is a simple way for women to “check in” at the beginning of each Circle. Each woman has a moment to use a couple of words to introduce herself and express how she is feeling Physically, Intellectually, Emotionally and Spiritually at that moment. For example: “My name is Jenna and Physically I am feeling energized, Intellectually I am feeling awake, Emotionally I feel calm, and Spiritually I am blessed.” For more ideas, see the Icebreaker appendix on pg. 151 or search the web. Making the Circle “Your Own” You can also add on other activities to the sessions to make the Circle your own. Here are some ideas from former Circle Leaders:

Start a recipe exchange among Circle members. At the end of the project, consider

making a Circle cookbook!

Host healthy potlucks at Circle meetings. Circle members can try new healthy

foods and even exchange recipes.

Create a healthy snack together. Ask each Circle member to bring their favorite

fruit and make a fruit salad together.

Start a walking club. Circle members can meet outside of Circle time at a local park

or park to walk and encourage each other’s healthy habits.

Bring in guest speakers. For example, have a financial planner join the group for

the budgeting session or have a local Zumba teacher lead the physical activity por-

tion of one meeting. Be sure to ask for your Circle members’ permission to have

these speakers attend the Circle.

“Every great dream begins with a dreamer. Always remember, you have within you the strength, the pa-tience, and the passion to reach for the stars to change the world.” ~Harriet Tubman

Circle Leader Tips and Tricks

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Physical Activity and HOPE Circles

Our focus is on FITNESS, not fatness! Our message is to move more and eat healthier. Increasing physical activity is one of the main goals of Seeds of HOPE. All of us should try to get 30 minutes of exercise a day on most days of the week. It doesn’t have to be all at once: 3 ten-minute sessions is just as good. For weight loss, 30-90 minutes is recommended. Exercise doesn’t have to be intense. Walking and dancing are perfect forms of exercise. Each HOPE Circle should include at least 20 minutes of movement. Try to include strengthening, flexibility, and aerobic movement in each session. HOPE Circles can be encouraged to walk together, either before or after the Circle meeting, or at another time during the week. Circle members can team up as exercise buddies. Below are some suggestions for starting a walking program. All of the fitness activities in your Seeds of HOPE Circle should be adaptable for large women or women with disabilities. For instance, most exercises can be done in chairs, including dancing, strengthening exercises and stretching.

Here are some suggestions for starting a walking program with other women: 1. Find a track, safe roadway, or parking area at work or in your neighborhood that is

large enough to set up a walking course. Set up a one or two mile course, and mark the course in half-mile segments. You can measure the distance by driving a car through the course. Now, draw a map of the course that you can copy for walkers. After you have set up one walking course, you can add other courses for variety and interest.

2. Find a group of women who want to walk, arrange a time three days a week, and start your program! Remind walkers to wear comfortable shoes, layer clothing, and to drink water before and after the walk. You can start with just 10 minutes, and gradually work up to 30, 40, or 50 minutes.

3. Start the walk slowly and gradually increase the speed of walking until you are walking briskly and are slightly out of breath. You should always be able to carry on a conversation while you walk: if you can’t, you are walking too fast. It is not neces-sary for everyone to walk at the same pace; remind the walkers to find a pace that is comfortable for them.

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As the Circle Leader, you will be responsible for managing the dynamics in the group to create a safe space for all the women in your Circle. Most Circles have very positive experiences, where women build new relationships and feel supported by one another. Your job will be to maintain that positive environment, ensure that everyone is able to participate, and manage any issues that come up.

Group Cycle The members of your Circle may be strangers, friends, or some combination. No matter how well Circle Members know each other, there will be adjustments as you navigate this new experience together. Most groups go through phases of group development:

Forming: Group members are getting to know each other and feeling out the new situation. They may not reveal their true selves or true opinions while they figure out where they fit into the group. Icebreakers are useful during this time.

Storming: Conflict or competition can arise during the storming phase as group members share their true feelings and seek to meet their needs. Allowing space to air the conflict and determine ways to solve problems will be helpful.

Norming: Group members feel comfortable with one another and the group as a whole feels cohesive. Group members may share even more, and quieter members may feel more comfortable contributing.

Performing: This stage is related to norming, where the cohesion allows the group to func-tion effectively as an interdependent team. The leader can step back some at this point, as the group is comfortable in its routine and structure.

Adjourning: All groups come to an end at some point. Group members will have different feelings associated with the adjournment of your HOPE Circle. It is important to honor those feelings and celebrate the time you had together.

Your group may not go through all stages, may not go in order, or may repeat stages. These are meant to be a guideline so you can think about your group’s needs and how to meet them.

“Difficult People” There will be different personalities in your Circle, some of which can make it challenging to lead in a Circle. Here are some examples and ways to manage them:

Shy: Quiet or timid, possibly not sharing. Specifically seek this person’s thoughts by asking by name. Have an individual check-in before or after the Circle to make sure they feel comfortable participating.

Interrupter: Shares their own ideas in the middle of someone else talking. Remind the person, and the group, about the ground rules. Ask her to wait until the person speaking is finished. If it s a continual problem in the group, consider using a talking stick or object that can be passed to each speaker.

Distracted: Does not seem interested in the Circle. Check in before or after the Circle. Consider asking a direct question about their interest in the content or Circle.

Emotional: Crying or overly emotional. If the Circle agrees, allow time for this person to share and receive support from other members, then resume the content for the day.

“One Upper”: Tries to think of a story related to what someone else shared and “one up” it. Reiterate the ground rule to step up and step back.

Side Conversation: Consistently has a side conversation with others in the group. Remind Circle members of the ground rules. If necessary, specifically ask the person to stop (in pri-vate or during the Circle).

Group Dynamics

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You can choose to incorporate advocacy topics into your Circle discussions. Advocacy by an

individual or by a group normally aims to influence public-policy and the decisions about the

distribution of money or other resources. It may be motivated from moral, ethical or faith

principles or simply to protect an asset of interest. Advocacy can include many activities that a

person or organization undertakes such as media campaigns, public speaking, and publishing

research results. There are several forms of advocacy, with each representing a different approach

in the way change is brought into society. Advocacy allows citizens to:

question the way policy is administered.

raise significant issues.

target political systems that are not responding to people’s needs.

propose policy solutions.

No matter the form of advocacy the goals are the same:

assist in the development of better public policy.

ensure governments’ accountability to citizens.

give a voice to (under-represented) citizen interests.

mobilize citizens to participate in the democratic process.

support the development of a culture of democracy.

Lobbying (often by lobby groups) is a form of advocacy where a direct approach is made to

legislators on an issue which plays a significant role in modern politics.

See the Advocacy Appendix (pg. 145) for discussion questions that will allow you to include

advocacy in the conversations with your Circle. As you move through the sessions ask your

Circle to think about how different policies affect your lives. Would you like any policies to

change? What are some steps you can take to create change in your family, organization, church,

and community? Who benefits from certain policies as they are? Who is harmed by them? Do

you know of a group already working on this issue? How can you connect and make a difference?

Advocacy

Journal pg. 8

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After you’ve read through the manual, had any questions answered by a Community Coordinator or Project Manager, then you are ready to get started! Here are your next steps and an overview of the timeline:

Set a day, time, and location for your Circle for the next 6 months. Most Circles meet

twice a month for two hours. If you’d like to do your sessions differently (for example,

once a month or once a week), talk to a Community Coordinator or Project Manager.

Recruit 10-15 women to join your Circle. Remember, you need at least 10 to get

started.

Plan your first session. Talk to a Community Coordinator or Project Manager, to

schedule 1) Consent, and 2) Baseline survey. The consent form must be signed by each

woman at your first session. This usually takes about 10 minutes. The baseline survey

takes about 15-20 minutes, and can be completed at the first, second, or third session.

Your Community Coordinator or Project Manager, will need to be present to collect

the consent forms and surveys.

Hold your sessions and check in by phone monthly with a Community Coordinator

and HPDP staff. This is an opportunity for you to ask questions about the manual or

your group, to troubleshoot issues that you are having, or to share your group’s

successes.

Remember to send in your monthly paperwork to Katie Barnes, Project Manager at

HPDP—this also ensures that you get paid! The paperwork includes the sign in sheets

and your reports about what you covered at each session. These forms are at the end of

every session outline. Please don’t forget to sign the invoice before you send it in!

As you get near to the end of your sessions, talk to a Community Coordinator or

Project Manager, to schedule the follow-up survey. This usually takes place at the final

session. Again, it takes about 20-25 minutes. Then you can continue with your

celebration!

Getting Started with Your Circle

Editor Note: This page explains the process used during the research project for CLs ready to start their HOPE Circle. Paperwork and sign-in sheets have been removed.

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Seeds of HOPE: Guide to Planning Sessions

Seeds of HOPE consisted of 13 sessions (there are bonus sessions included that were not tested by the research project) held over the course of 6 months. Each HOPE Circle should meet for 4 hours each month and cover 2 of the sessions in the manual. However, it is up to the Circle Leader to decide how to schedule the 4 hours. There are three different ways:

Option 1: Meet twice a month for two hours at a time

Option 2: Meet once a month for four hours at a time

Option 3: Meet once a week for one hour at a time

The rest of this document presents recommendations for structuring the material in the manual based on which option is chosen. Option 1: Meet 2x each month for 2 hours each time You will hold 13 meetings and cover one session at each meeting. The manual was originally designed this way. If you choose this option, simply follow the manual in order and cover the material and physical activity from one session at each meeting. Option 2: Meet 1x each month for 4 hours each time If you choose this option, follow the manual in order and cover the material from two sessions at each meeting. Therefore, you will hold 7 meetings and cover two sessions at each meeting. Remember to lead at least 20 minutes of physical activity at each meeting. If you want to do more physical activity, consider doing 20 minutes at the beginning and 20 minutes somewhere in the middle or at the end to break it up. Option 3: Meet 1x each week for 1 hour each time In this option, you will need to break up the material from each session and cover the content from one session over the course of two meetings. Therefore, you will lead 26 meetings and cover half the material of one session at each meeting. Don’t forget about physical activity! You can do some physical activity at each meeting, or lead 20 minutes of physical activity at every other meeting. The outline below includes 20 minutes of physical activity at every other meeting. If you follow the outline and find yourself with extra time, you can always fill it with some stretching, walking, or dancing! If you plan to meet weekly, please use this guide to help you divide each sessions into 2 meetings. Be sure to refer to your manual for the specifics of each component.

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Meeting 1 (Session 1) Foundation for a healthy and empowering

HOPE Circle: introductions, survey Discussion: Review time and location of Circle,

importance of attending, benefits of Circle, etc. Set ground rules (time permitting)

Meeting 2 (Session 1) Welcome/PIES “Getting to know you” activity Discussion: Set ground rules (if not done at

prior meeting) Get Moving Closing

Meeting 3 (Session 2) Welcome/PIES Discussion: Maps tell us a story Yarn activity

Meeting 4 (Session 2) Welcome/PIES Discuss any thoughts from map and yarn

activities Brainstorm: What is poverty? Get Moving Closing

Meeting 5 (Session 3) Welcome/PIES Discussion: HOPE and Dreams Activity: Let’s Dream Share Dream Board (time permitting)

Meeting 6 (Session 3) Welcome/PIES Share Dream Boards (if not done at prior

meeting) Activity: Look Ahead Get Moving Closing

Meeting 7 (Session 4) Welcome/PIES Revisit Goals Get SMART

Meeting 8 (Session 4) Welcome/PIES Get SMART (if not done at prior meeting) Activity: You Go Girl! Get Moving Closing

Meeting 9 (Session 5) Welcome/PIES Discussion: What does it mean to be healthy? Review Healthy Snacking while enjoying a

snack

Meeting 10 (Session 5) Welcome/PIES Activity: Reading Food Labels Get Moving Closing

Meeting 11 (Session 6) Welcome/PIES Reflect on progress in reaching SMART goals Discussion: Physical Activity topics #1-3 Do “Get moving” activities #1-2* *Physical activity is included at meetings 11 and 12 - the theme of

session 6 is “Get moving!” so let’s get moving at both sessions!

Meeting 12 (Session 6) Welcome/PIES Share what Circle members did to increase

fruit and vegetable servings over the last week Discussion: Physical Activity topics #4 Do “Get moving” #3: Practice exercise band Closing

21

Meeting 13 (Session 7) Welcome/PIES Reflect on progress in reaching SMART goals Discussion: Activity topics #1-3

Meeting 14 (Session 7) Welcome/PIES Share methods Circle members used to deal

with stress Discussion: Activity topics #4-5 Get Moving Closing

Meeting 15 (Session 8) Welcome/PIES Activity: Being in the Moment

Meeting 16 (Session 8) Welcome/PIES Discussion Get Moving Closing

Meeting 17 (Session 9) Welcome/PIES Reflect on reaching SMART Goals Discussion: Budgeting

Meeting 18 (Session 9) Welcome/PIES Share how Circle members added physical

activity Discussion: Budgeting (finish any discussion or

experiment with worksheets) Get Moving Closing

Meeting 19 (Session 10) Welcome/PIES Discussion: How do I function in the working

world?

Meeting 20 (Session 10) Welcome/PIES Wrap up any discussion from previous week Intro Resume 101 Get Moving Closing

Meeting 21 (Session 11) Welcome/PIES Discussion: Who am I in today’s job market?

Meeting 22 (Session 11) Welcome/PIES You got the job! Now what? Get Moving Closing

Meeting 23 (Session 12) Welcome/PIES Discussion: Activity topics #1-2 Get Moving

Meeting 24 (Session 12) Welcome/PIES Discussion: Activity topic #3 Meditation Activity Closing

Meeting 25 (Session 13) Welcome/PIES Discussion: Balance and Barrier Busters Get Moving

Meeting 26 (Session 13) Welcome/PIES Follow up surveys with Seeds of HOPE project

staff Closing and next steps

22

23

Welcome

Go around the Circle, introduce yourself and share why you joined Seeds of HOPE and what you hope to learn.

Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotion-ally, Spiritually).

“Getting to know you” activity

Go around and share one piece of valuable advice or wisdom that your grandmother,

mother, sister, or an influential woman in your life shared with you.

Foundation for a healthy and empowering HOPE Circle

Thank women for coming.

Describe the Seeds of HOPE program (pg. 8) and Community Based Participatory Re-search (CBPR) (pg. 9).

Discussion

Review the time and location of your Circle. Discuss the importance of attending all circles. Some benefits include building relationships and support, getting the most out of the program, and reinforcing positive changes.

Set Ground Rules together (pg. 12) and discuss the importance of confidentiality (pg. 24).

Session 1 Setting The Stage: Program Overview—Ground Rules—Confidentiality

In this session you will… Welcome women to your group. Give a brief overview of Seeds of HOPE and HOPE Circles. Lay the foundation for a healthy and empowering HOPE Circle. Enjoy 20 minutes of physical activity together.

Materials needed… Pens

Physical Activity (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Share one thing you will do in the next two weeks to add physical activity to your routine.

Editor’s note: We provided each Circle member with a flat resistant band for use during the physical activity.

24

Group Guidelines and Agreements NOTE to Circle Leader: The following “Basic Agreements” are important for the effective functioning of your HOPE Circle. All HOPE Circle members should state their agreement to these guidelines during the first meeting of the group. At each meeting, members will review the basic agreements listed in their journal and reaffirm their commitment to keeping the agreements.

Basic Agreements

1. The Confidentiality Agreement

Everything that is said in a HOPE Circle is strictly confidential. This means that anything that is said in the Circle may not be repeated by anyone after the session is over. No one may discuss what is said to any-one, including the person who made the statement. Only the person who made the statement is free to repeat it.

The agreement about confidentiality is especially important to women. Even the smallest violation of the confidentiality agreement will quickly damage the safety of the group. One consequence of breaking confi-dentiality is that members of the group will no longer feel comfortable to tell their full story in the group. Instead, members will be on guard about the stories that they choose to share.

To gain the full benefit of the group, members need to feel fully confident that no one will accidentally hurt another or use personal information shared in the group.

2. Full Participation

To gain the most benefit from being a HOPE Circle member you must agree to participate. No one should bring an observer or friend without the full consent of the Circle. This may include but is not lim-ited to family members.

It is important to speak one at a time. Everyone should give Aware, Delighted Attention (ADA) to the speaker.

3. No Put Downs, Passing Judgment, or Interruptions

Your primary role while another person is speaking is that of a listener. No one should interrupt a woman who is telling her story. Many groups have found it helpful to use a “talking stick” or other object, where the person holding it is the only person speaking. As a listener you should not try to solve the “problem” or give advice.

4. Follow Your Ground Rules

As a HOPE Circle you have developed and agreed upon ground rules. Now commit to following them each time you meet so that everyone has an empowering experience.

Journal pg. 9

25

In this session you will…

See how poverty is related to physical and mental health. Think about how racism, education, living in a rural area, and lack of jobs can affect

your health, your family’s health, and your community’s health. Define poverty and wealth and think of ways to reduce poverty in your community

and how health could be improved. Materials needed…

Maps of your area

Flip chart or white board and markers

Session 2: Poverty Is A Health Hazard

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotional-

ly, Spiritually). Go around the circle and have each woman share what she did to add physical activity to her

routine in the last two weeks.

Maps tell us a story—outside of NC? Try finding maps of your area.

Look at each map and find your county. Lead a discussion about the maps and what they mean for your community. (Journal pgs. 11-13)

What is the percentage of people living in poverty in your county? Does this seem correct? What are some of the causes? (pg. 28)

According to the map, what is the percentage of people in your county that are overweight/obese? Does this seem correct? What are some of the causes?

How many people in your county are “asset poor” (see next pg. for definition)? Does the map seem correct? What are some of the causes? (pg. 29)

Can you think of other maps that might look the same? Some possible answers: heart disease; diabetes; stroke; high blood pressure; smoking; fast food restaurants; unemployment.

Look at the health ranking maps (pg. 30). Health outcomes represent how healthy a county is while health factors are what influences the health of the county. The health factors map appears similar to the health outcomes map, showing how health factors and health outcomes are closely related.

26

Session 2: Poverty Is A Health Hazard Continued

Yarn Activity

Create three circles with varying lengths of strings and lay them out on a table or the floor. From the smallest circle out add labels: Individual, Household/family, Community, and Society (outside of the circles).

Using 3x5 cards or small slips of paper ask your Circle members to list things that affect your health (1 item per card or slip of paper), such as poverty.

After everyone has a few ideas listed, ask them to place their slips in the appropriate circle. Is it a personal choice or an issue cause by society?

You will find some women will list the same items. There could be items that span across the circles. For example drug abuse may be a individual issue but it could also be affect the family, community, or society.

The point of this activity is to realize there are things that affect our health that are bigger than our personal choices. This also illustrates our sphere or influence. We can work to change things within each of these levels.

Let think about some actions steps we could take to influence poverty.

Individual—You could go back to school to increase your earning potential.

Family—We could encourage our children to start a savings account or practice responsible spending.

Community—We could support local small businesses. Making sure that the money we spend will stay in our communities.

Society—We could advocate for policy change that requires employers to pay a living wage rather than a minimum wage.

27

Session 2: Poverty Is A Health Hazard Continued

Brainstorm: What is poverty? What can be done about it?

Using the flip chart/board—have one member write the words and statements from the Circle. Remember there are no wrong or right answers.

1. What does poverty mean to families in our community?

Put stars next to the words or statements that your Circle agree are the most im-portant.

Now brainstorm as many things as you can think of that would reduce poverty in your community. Write them on the flipchart.

Put a star by the 3 things that are most likely to make a difference.

1. Who is responsible for making these things happen?

2. How would health be improved if these things happened?

Physical Activity (20 minutes)—stretching, dancing or strengthening

Closing

For the next two sessions we will be talking about goal setting. Let's take a few minutes now to go around the circle and share one goal you want to reach for yourself. It might be something to do with improving your health, education, work or it could be a financial goal.

County Maps of NC: Assets Poverty*

*Assets poverty is different from low income. Assets are what a person or family owns or has in investments. Assets include the equity in homes, property and land, savings and checking accounts, and retirement savings. Assets can be passed from generation to generation. Please see the Assets Map for more information. (pg. 29)

Wealth, or assets, is the sum of tangible and intangible things that make a person or family better off. Tangible assets include equity in your home, investment property, investments in a pension plan, savings accounts, or other accounts that earn interest. Intangible assets include health, education, and social and political connections. Wealth makes more wealth through investments, producing income and profit, and is passed from generation to generation. Wealth gives individu-als and families a cushion against hardships and the stress and uncertainty of poverty. There is a large difference between the wealth of African American and white households in NC. Almost 50% of minorities in NC are asset-poor compared to 17% of whites.

28

North Carolina Maps

Map 1: Percent of Population Living in Poverty in 2009

Duplin: 24.3% Harnett: 17.3% Robeson: 31.3% Sampson: 21.7%

Map 2:

“Income may feed people’s stomachs, but assets change their heads.” ~ Michael Sherraden, originator of Individual Development Accounts Journal pgs. 11-12

29

Asset Poverty by County in North Carolina

Poverty and Wealth

“Lack of income means you don’t get by. Lack of assets means you don’t get ahead.”

~Individual Development Account participant

Map 3:

Map 4:

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The lighter colors indicate better rankings. The green map shows the distribution of health outcomes. The blue displays the distribution of health factors. Health outcomes represent how healthy a county is while health factors are what influences the health of the county. The health factors map appears similar to the health outcomes map, showing how health factors and health outcomes are closely related.

North Carolina County Health Rankings 2011

Map 5:

Map 6:

Journal pg. 13

31

Look at the two lists of “tips.” Use them as a discussion about things that you can and cannot change related to your health and wealth.

Ten Tips for Better Health (Donaldson, 1999)

1. Don’t smoke. If you can, stop. If you can’t, cut down.

2. Follow a balanced diet with plenty of fruits and vegetables.

3. Keep physically active.

4. Manage stress—talk things through and make time to relax.

5. If you drink alcohol, do so in moderation.

6. Cover up in the sun, and protect children from sunburn.

7. Practice safer sex.

8. Take up cancer screening opportunities.

9. Be safe on the roads—follow the Highway Code.

10. Learn the First Aid ABCs – airways, breathing, and circulation.

Ten Tips for Better Wealth (Gordon, 1999)

1. Don’t be poor. If you can, stop. If you can’t, try not to be poor for long.

2. Don’t have poor parents.

3. Own a car.

4. Don’t work in a stressful, low paid manual job.

5. Don’t live in damp, low quality housing.

6. Be able to afford to go on a foreign vacation and sunbathe.

7. Practice not losing your job and don’t become unemployed.

8. Take up all benefits you are entitled to, if you are unemployed, retired, sick or disabled.

9. Don’t live next to a busy major road or near a polluting factory.

10. Learn how to fill in the complex housing benefit forms before you become homeless or destitute.

Poverty is a Health Hazard

Editor’s note: The top 10 tips are things you would expect to see on a list about better health. The

bottom list contains disparities that also affect health.

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33

In this session you will… Explore and define your hopes and dreams. Select two goals and envision achieving them. Enjoy 20 minutes of physical activity together.

Materials needed… Magazines, scissors, tape or glue, construction paper, and index cards

Session 3: Dream a Little Dream—Setting Goals

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotional-

ly, Spiritually). Go around Circle and ask each woman if they thought of other goals they would like to reach

since the last meeting.

Discussion: HOPE and Dreams

1. Lead a discussion about hopes and dreams. What is hope? What is a dream? How are hope and dreams connected? Ask for volunteers to share a dream they would like to achieve.

2. How does hope affect your motivation? Go around the Circle and share a time when you overcame an obstacle with hope or a dream as a motivation.

Activity: Let’s Dream

1. Create dream boards. Cut pictures and/or words from the magazines that represent your dreams and paste them on your construction paper. Encourage circle members to “dream big,” and remember that nothing is impossible and there are no limits.

2. Circle Leader, share your board and then ask for volunteers to share and discuss their dream boards. Circle Leaders will need to keep all the boards for the next Circle.

Activity: Look Ahead

1. Thinking about your dream board, choose two goals you would like to achieve over the next six months. Choose one health goal and one life goal. What do you need to do first?

2. When you set a goal how do you “set” it? Do you write it down? Do you share your goal with someone? Do you sometimes lose focus on your goals? How do you get back on track? How do you know when you’ve reached your goal?

3. What are some of the things that keep you motivated? Provide women with index cards, markers or pens. Share the motivational quotes on pg. 34 (Journal pg. 15) Explain that affirmation cards contain encouraging words or a quote that are strategically placed so that you see and read them each day to provide motivation to reach your goals. Instruct Circle members to make at least five affirmation cards. Encourage Circle members to post their cards where they can see them either at home or at work.

Physical Activity (20 minutes)—Celebrate your hopes, dreams, and goals while exercising.

Closing

Envision how you plan to reach your two goals. At our next session, we will spend time creating a plan for achieving our goals.

34

Motivational Quotes

The ability to convert ideas to things is the secret to outward success. Henry Ward Beecher

A wise man will make more opportunities than he finds. Francis Bacon

In everything, the ends well defined are the secret of durable success. Victor Cousins

Winning isn't everything, but wanting to win is. Vince Lombardi

Failures do what is tension relieving, while winners do what is goal achieving. Dennis Waitley

A man should have any number of little aims about which he should be conscious and for which he should have names, but he should have neither name for, nor consciousness concern-ing, the main aim of his life. Samuel Butler

Goals are the fuel in the furnace of achievement. Brian Tracy, Eat that Frog

The great and glorious masterpiece of man is to know how to live to purpose. Michel de Mon-taigne

Ah, but a man's reach should exceed his grasp, or what's a heaven for? Robert Browning

The significance of a man is not in what he attains but in what he longs to attain. Kahlil Gi-bran

Every ceiling, when reached, becomes a floor, upon which one walks as a matter of course and prescriptive right. Aldous Huxley

If you don't know where you are going, you'll end up someplace else. Yogi Berra

Some men give up their designs when they have almost reached the goal; while others, on the contrary, obtain a victory by exerting, at the last moment, more vigorous efforts than before. Polybius

Life can be pulled by goals just as surely as it can be pushed by drives. Viktor Frankl

The virtue lies in the struggle, not in the prize. Richard Monckton Milnes

To reach a port, we must sail—Sail, not tie at anchor—Sail, not drift. Franklin Roosevelt

There is no happiness except in the realization that we have accomplished something. Henry Ford

Our plans miscarry because they have no aim. When a man does not know what harbor he is making for, no wind is the right wind. Seneca

It is not enough to take steps which may some day lead to a goal; each step must be itself a goal and a step likewise. Johann Wolfgang von Goethe

Who aims at excellence will be above mediocrity; who aims at mediocrity will be far short of it. Burmese Saying

In absence of clearly defined goals, we become strangely loyal to performing daily acts of trivia. Author Unknown

There are two things to aim at in life; first to get what you want, and after that to enjoy it. Only the wisest of mankind has achieved the second. Logan Pearsall Smith

35

In this session you will…

Revisit your dream board.

Develop your SMART goals and make affirmation cards.

Enjoy 20 minutes of physical activity together.

Materials needed…

Dream Boards created at Session 3 Paper, pens, and envelopes

Session 4: Making Goals SMART

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotionally,

Spiritually).

Revisit Goals

Ask for volunteers to discuss the process of creating a dream board and share some thoughts or plans on reaching the two goals they selected.

Get SMART

1. Lead a discussion about goal setting. Have you ever set a goal? Why do you set goals? Have you ever set a goal and not met it, and if so, what did you learn from that experi-ence? What are some things that have helped you achieve a goal? Have you ever told someone about your goal? Written your goal down? Set a deadline for reaching your goal? How did these strategies help you achieve your goal?

2. Share the SMART handout (pg. 36, Journal pg.17) and discuss each letter of a SMART goal.

3. Ask the Circle members to provide examples of each letter using one of their goals. If needed use the examples provided on pg. 37 (Journal pg.18) to start the discussion.

4. Using the goals identified during the last session, assist the women in writing their goals using the SMART method (pg. 38, Journal pg. 19). Ask for volunteers to share their new SMART goals.

Activity: You Go Girl!

Write a letter to yourself. Imagine it is six months from now. What progress have you made on your goals? Celebrate your accomplishments and congratulate yourself for over-coming barriers. Circle Leaders will collect the sealed letters can keep them for 4 months and then mail them back to your Circle members after session 12.

Physical Activity (20 minutes)—stretching, aerobic, relaxation, or strengthening

Closing

As we continue to meet we will revisit our goals and share our progress. If needed, we will revise our goals and share strategies to overcome challenges. Remember, revision of a goal is not a sign of failure, but rather an important part of the development process.

Homework: Ask your Circle members to bring in 2 or 3 food labels from home for the next Circle.

36

Session 4 : Making Goals SMART Continued

Specific Measurable Attainable Realistic Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location (i.e. Walking around the track at the high school.) *When: Establish a time frame (i.e. When will I have it done?) *Which: Identify requirements and challenges. *Why: Specific reasons or benefits of accomplishing the goal. Measurable - Create a plan for measuring progress of each goal you set. When you measure your progress, you stay on track, reach your target dates, and enjoy the reward of achieve-ment that makes you want to continue to reach your goals. To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished? Attainable - You can attain many goals you set when you plan your steps and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach become attainable when you break them into smaller pieces. Realistic - To be realistic, a goal must represent an objective toward which you are both will-ing and able to work. Your goal is realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accom-plish this goal. Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs., when do you want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal.

“Though no one can go back and make a brand new start, anyone can start from now and move forward.”

~Author unknown

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Example: SMART Life Goal—Going Back To School

Goal Statement: In six months, I will have achieved my goal of going back to school, and will be well on my way to acquiring an Associate’s Degree, which will give me a broader outlook on life and a higher earning potential.

Specific: What is a specific goal? I plan to go back to school. I will enroll in three classes at the community college next semester.

Measurable: How will you know when you have met your goal? There are many steps

involved in going back to school including completing an application, ap-plying for financial aid, picking classes, applying for a parking permit, and purchasing school supplies. I will make a list of all the things I have to do, and check them off as I do them.

Attainable: I know that I can reach this goal, because I am committed to making a

better future for myself and my family. I have a solid support system around me, and I have a specific plan in place.

Realistic: I can fit a total of three classes (online and/or classroom) into my sched-

ule each semester. If I find that this course load is too demanding, I can always decrease it to two. Even if it takes me a little longer, I will still get my degree.

Timely: Six months from now, I will have gone through the entire application and

registration process, and will have completed my first semester of classes. I will also be registered for the following semester’s classes.

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My Goals Are SMART

Now it’s your turn. Tell us about your goals.

My health goal is___________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.

I will reward myself by ______________________________________________when I

have met my goal.

My life goal is ____________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.

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Session 5: You Are What You Eat

In this session you will… Talk about Healthy Eating. Introduce the “9 A Day” goal. Discuss food labels. Enjoy 20 minutes of physical activity together.

Materials needed… Food Labels (Be sure to have extra available)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotion-

ally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals.

Discussion —What does it mean to eat healthy?

1. If we are what we eat, what would you be? Why do we eat the kinds of foods that we eat? What does being “healthy” mean to you? How does it feel? What does a healthy person look like? Healthy eating is one way to be healthy.

2. Share the next few pgs. and learn what eating 9 servings of fruits and vegetables would look like. Discover What is a Serving (pg. 41, Journal pg. 22). How do portions you get at a restaurant compare to what’s shown in What is a Serving?

3. Brainstorm reasons to eat fruits and vegetables. You can find 10 reasons on the bottom of Pg. 41. How many servings of fruits and vegetables do you typically eat?

4. Consider this: For the next two weeks, commit to being aware of the amount of food you put on your plate. Use the “palm of your hand” to measure to track how many servings of fruits and vegetables you get each day. Think about adding one serving of fruits or vegetables per day. There are helpful suggestions on pg. 42 (Journal pg. 23).

5. Review the new USDA My Plate Guidelines (pg. 45, Journal pg. 29).

Activity—Reading Food Labels

1. Using the food labels Circle members brought from home, practice reading the labels with a partner or as a Circle. Find the serving size, number of servings per container, and calories per serving. Discuss what the % of daily intake means and identify this for total fat, sugar, and sodium. Use the How Can Reading a Food Label Help Me Lose Weight (pg. 43, Journal pg24) as a guide, including the discussion questions at the bottom of the page.

2. Go around and share one thing you found surprising on your label.

Review Healthy Snacking while you enjoy a snack together. (pg. 44, Journal pg. 26)

Physical Activity (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Give each Circle member a copy of the Example of My Plate and Fun Recipes handouts to take home. (pgs. 46-47, Journal pgs. 28 &31)

40

Here’s What 9 Servings A Day Looks Like…

The recommended number of fruit and vegetable servings is 5 to 13 each day.

Where are you? You may be closer than you think.

Morning

3/4 cup

counts as

1 serving

Medium-size

counts as

1

serving

Mid-day

2 cups

count as

2

servings

Medium-size

counts as

1

serving

Evening

1/2 sweet potato

counts as

1

serving

Three 1/2 cup portions

counts as

3

servings

Journal pg. 21

41

What Is A Serving?

One serving of fruits and vegetables should fit within the palm of your hand — it's a lot smaller than most people think. The palm of your hand is an easy way to think about serving sizes and to see how easy it is to eat 5 to 13 servings a day, everyday. If you measure it out, one serving is:

A typical portion is often more than one serving. A large salad, for example, can add up to 2 to 3 servings.

A small glass of 100% fruit or vegetable juice (3/4 cup or 6 oz.)

A medium-size piece of fruit (an orange, small banana, medium-size apple)

One cup of raw salad greens

1/2 cup of cooked vegetables

1/2 cup of cut-up fruit or vegetables

1/4 cup of dried fruit

1/2 cup of cooked beans or peas

Fruits And Vegetables: Getting More!

Why should I eat more fruits and vegetables?

10 REASONS

1. Protects against heart disease

2. Helps control blood pressure and diabetes

3. Prevents some types of cancer

4. Guards against cataracts and macular degeneration (eye disease)

5. FIBER! It helps you feel full longer and faster; keeps you “regular”

6. Weight control: Fruits and veggies are low in calories

7. Adds color to any meal or snack

8. Provides vitamins and minerals that our body needs

9. Tastes great and has different textures

10. They can be easy to grab ‘n go

Journal pg. 22

42

* http://www.fruitsandveggiesmorematters.org

Adding Fruits and Vegetables Made Easy

Check out these easy ways to add serving of fruits and vegetables to your day.

It’s easier than you think!

Journal pg. 23

43

How Can Reading The Food Label Help Me Lose Weight?

The food label tells how many calories are in a serving of the product and how many servings in the package. Aim for:

Fewer calories per serving Less fat (total, saturated, trans), cholesterol, sodium and sugar More fiber, vitamins, calcium and iron

What is % DV? % daily value is based on a 2,000 calorie diet. The amount of fat, vitamins and minerals you need depends on your unique calorie needs but using the DV gives you a general idea of the amount of a nutrient in a serving of this food.

Journal pg. 24

With your partner or in your Circle, discuss the labels that Circle members brought with them. Go over these points: How many servings are in the package? What is the serving size? How many servings are in the container? Is the serving size on the container the amount you

would normally have? How many calories are in a serving? Is this food high in total fat or saturated fat? Are there other important nutrients in this food? What are they and how much are in a serving? If this food is high in calories, fat, and low in nutrients, can you think of a food that would be a

better choice?

Editor’s note: At press time, the FDA was proposing changes to nutrition labels. Be sure to consult the most recent version.

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Healthy Snacking Snacking healthy can be easy to do and share!

Grab ‘n Go Options Fruits Any whole piece of fruit Apples Pears Clementine Oranges Bananas Apple sauce (no sugar added) Dried fruit Grapes Strawberries Any berries Melons Peaches Veggies Any raw veggie Carrots Broccoli Grape or cherry tomatoes Sliced peppers Snap peas Celery Hummus (crushed chick peas) Vegetable juice (choose the less sodium option) Grain Goodness Make sure all grains read 100% whole wheat or 100% whole grain, this should be the first ingredient on the food label. Whole wheat pita Whole wheat muffin (small) Triscuits Other foods that contain whole grains Additional snack ideas Create your own trail mix hummus + whole wheat pita bread yogurt + berries carrots + hummus or low-fat dressing fruit + low-fat cottage cheese cheese + whole wheat cracker mix 1 sliced fruit + 1 sliced veggie apple + peanut butter

Remember to keep snacks light and watch those portions!

Journal pg. 26

45

New USDA Guidelines: My Plate

Journal pg. 28

46

An Example of My Plate*

Standard Serving Sizes

Journal pg. 29 *http://www.pinterest.com/pin/152981718564854357/

47

Try These Fun Recipes

Caramelize onions: heat 1 tablespoon of canola oil in sauté pan over medium low heat and add the onions.

Cook very slowly on medium low heat, stirring occasionally, until the onions are browned; do not burn. When finished, remove from heat and set aside.

In a separate sauté pan, heat the remaining oil over medium heat. Add the chopped kale and sauté until tender, about 8 minutes.

Add the onions and, if desired, the lemon juice. Toss together. Remove from heat and serve.

Nutrition info per serving: Calories: 130; Saturated fat: 0.5g; Polyunsaturated fat: 2.5g; Monounsaturated fat: 4g; Trans fat: 0g; Cholesterol: 0mg; Protein: 4g; Carbohydrate: 14g; Fiber: 3g; sodium 50mg

Kale with Caramelized Onions (serves 4)

1 pound fresh Kale (or any green), washed and chopped 1 medium-size onion, sliced thin 2 Tablespoons canola oil 1 Tablespoon lemon juice (optional) Salt and pepper to taste

Journal pg. 31

48

49

Session 6: Get Moving!

In this session you will… Discuss the benefits of physical activity. Discuss how to overcome barriers to physical activity. Learn about four types of physical activity. Practice different types of physical activity together.

Materials needed… Handouts

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emo-

tionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and ask each Circle member what they did in the last 2 weeks to increase fruit

and vegetables in their diets. Ask Circle members to share if they tried a new recipe from last week.

Discussion: Physical Activity

1. Begin the discussion about physical activity. Review the physical activity guidelines with your Circle members. (pg. 50, Journal pg. 34)

2. Brainstorm benefits of physical activity; use pg. 51 as a guide. 3. Identify barriers to physical activity and then ways to overcome each one. What gets in

the way of being active? What are some ways we can encourage and support each other to be more active?

4. Handout and review copies of Physical Activity Tips, complete My Personal Exercise Plan, and review the Exercise Log (pgs. 54-55, Journal pg. 37-39). Share physical activity re-sources in the community, such as Parks and Recreation facilities. Discuss how each person plans to alter their physical activity level in the next two weeks. Talk about the exercise log and encourage the women to record their exercise for two weeks.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

1. Lead the group in doing 3 types of exercise: aerobic, strength and stretching. 2. This can be done by dancing, walking, stretching or using Exercise Bands together. 3. Demonstrate to the group the proper way to use an Exercise Band and practice several

different exercises. (pg. 52, Journal pg. 36)

Closing

Share one thing you enjoy about physical activity.

50

Physical Activity Guidelines

Guidelines for physical activity have changed over the years. The goal now is to get people moving. That is because we know conventional exercise and everyday physical activity like gardening and housework have health benefits. There are different types of exercise and each type has benefits. For those who are completely inac-tive, the goal is to start doing something and to stick with it. They would benefit from low-level exer-cises. Later, other types of exercise, like aerobic exercise, strengthening and stretching, can be added to the program. Four Types of Exercise 1. Low-Intensity Exercise. This is a relatively new category that encourages inactive people to get moving by doing normal physical activities like walking, gardening, and taking the stairs. Simply do these activities more often, a little longer, and/or a little faster. Start by adding a few minutes of in-creased activity to your day and work up to 30 minutes each day. 2. Aerobic Exercise. This type of exercise causes you to breathe harder and your heart to beat faster. Many people think that aerobic exercise means aerobic dance classes, but there are many types of aer-obic exercises:

Walking Dancing Swimming Raking leaves Step aerobics Jogging Skating Stair climbing Riding a bike Low impact aerobics

To begin to see benefits from aerobic exercise, do it at least three times a week for at least 20 minutes each time; work up to 5 times a week for at least 30 minutes each time. 3. Strengthening Exercises. This type of exercise builds muscles and gives you more stamina for your work and play. Strengthening exercises do not get rid of fat in one certain area, like your thighs, but they can make you look better by toning the muscles in those areas. Strengthening exercises include: resistance bands, weight lifting, or using your own weight as resistance (e.g., sit-ups, push-ups). Two or three sessions of strength training is recommended per week. Beginners should start with light weights or low settings on weight machines. You don’t have to buy weights, you can use soup cans or milk jugs filled with water. Safety Reminders for Strength Training

Stretch before your workout Do all movements in a slow, controlled way Breathe normally as you move Stop anything that is painful Stretch after the workout

4. Stretching Exercises. This type of exercise improves your flexibility — that is, your ability to com-fortably move your joints through a wide range of motion. The best time to stretch is after your body is warmed up from a workout. But you can stretch any time, and it’s a great way to relax. Stretching is recommended for 10 to 20 minutes at least 2 or 3 times a week for stress management.

Journal pg. 34

51

Benefits of Daily Physical Activity

Reduces the risk of heart disease by improving blood circulation throughout the body.

Keeps weight under control.

Improves blood cholesterol levels.

Prevents and reduces high blood pressure.

Prevents bone loss.

Prevents and reduces diabetes.

Boosts energy level.

Helps manage stress and releases tension.

Improves the ability to fall asleep quickly and sleep well.

Improves self-image.

Counters anxiety and depression and increases enthusiasm and optimism.

Increases muscle strength, giving greater capacity for other physical activities.

Provides a way to share an activity with family and friends.

Establishes good heart-healthy habits in children and counters the conditions (obesity, high blood pressure, high cholesterol levels, poor lifestyle habits, etc.) that lead to heart attack and stroke lat-er in life.

In older people, it helps delay or prevent chronic illnesses and diseases associated with aging and maintains quality of life and independence longer.

“Oh the comfort, the inexpressible comfort, of feeling safe with a person, having neither to weigh thoughts nor

measure words, but to pour them all out just as they are, chaff and grain together, knowing that a faithful hand

will take a sift to them, keep what is worth keeping, and then, with the breath of kindness, blow the rest away.”

~George Eliot

52

Practice Using Your Exercise Bands

Bands are used for increasing strength of legs, back and arms, and improving balance and posture. Tips: Examine bands for tears or brittleness to prevent them from breaking or tearing. Tie a knot at each end to keep it from slipping. Don’t hold your breath! Try breathing out while the band becomes tight, and breathing in when it

relaxes. Do all of the exercises slowly and rhythmically. Keep good posture. To make exercises harder, shorten the band. Be creative when using the band: add new exercises. Adapt exercises to meet the needs of women

in your HOPE Circle.

Suggested Exercises with Exercise Bands

In a chair: Sit to the front of the seat so you have space between you and the back of the chair; sit as straight as you can. Wrap the Band around each hand. Hold your hands in

straight in front of you, then slowly open your arms to your sides. Hold a few seconds, and then slowly return to the first position with your hands straight in front of you. Repeat 6-12 times.

Same as above, but each time you release the band to the front, cross one arm over the other. Repeat 6-12 times, alternating arms each time.

Holding the band in both hands, raise your arms above your head. Open the band as far as you can, then close your hands together. Repeat 6-12 times.

Holding the band in both hands, place one foot on top of it (like a sling). Straighten your leg; bend your knee. Repeat 6-12 times. Then move your leg in a circular motion as if you are peddling. Repeat everything with the other leg.

Standing: Use good posture! Stand up straight and don’t bend forward. Stand on top of the band. Wrap the band around each

hand and lift it to meet your shoulders, bending your el-bows. Repeat 6-12 times. Take a few breaths, then repeat 6-12 times again.

Same as above, but pull your arms together from elbows to hands after you’ve lifted to your shoulders.

Stand on top of the band and do 6-12 little (never deep!) knee bends. Repeat 6-12 times, take a few breaths, then repeat 6-12 times.

Journal pg. 36

53

Journal pg. 37

Physical Activity Tips

There are 1440 minutes in every day...schedule 30 of them for physical activity!

Adults need recess too! With a little creativity and planning, even the person with the busiest sched-ule can make room for physical activity. For many folks, before or after work or meals is often an available time to walk, bike, or play. Think about your weekly or daily schedule and look for ways to make opportunities to be more active. Every little bit helps. Consider the following suggestions:

Walk, bike, jog, skate, etc., to work, school, the store, or place of worship.

Park the car farther away from your destination.

Take the stairs instead of the elevator.

Play with children or pets. Everybody wins. If you find it too difficult to be active after work, try it before work.

Take fitness breaks (walking or doing desk exercises) instead of taking cigarette or coffee breaks.

Perform gardening or home repair activities.

Avoid labor-saving devices: turn off the self-propel option on your lawn mower or vacuum cleaner.

Use leg power: take small trips on foot to get your body moving.

Exercise while watching TV (for example, use hand weights, stationary bicycle, or stretch).

Dance to music.

Keep a pair of comfortable walking or running shoes in your car and office. You'll be ready for activity wherever you go!

Make a Saturday morning walk a group walk.

Walk while doing errands.

Tips for People Who Have Been Inactive for a While:

Use a sensible approach by starting out slowly.

Begin by choosing moderate-intensity activities you enjoy the most. By choosing

activities you enjoy, you'll be more likely to stick with them.

Gradually build up the time spent doing the activity by adding a few minutes every few days or so until you can comfortably perform a minimum recommended amount of activity (30 minutes/day).

As the minimum amount becomes easier, gradually increase either the length of time doing an activity or increase the intensity of the activity, or both.

Vary your activities, both for interest and to broaden the range of benefits.

Explore new physical activities.

Reward and acknowledge your efforts.

“There is always sunshine, only we must do our part; we must move into it.”

~Clara Louise Burnham

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My Personal Exercise Plan

Name ___________________________ Date ___________________

My Exercise Buddy is: _____________________________________________________________

My personal fitness goals are:

________________________________________________________________________________

________________________________________________________________________________

What I am going to do to reach my goals:

________________________________________________________________________________

________________________________________________________________________________

Things that have kept me from exercising are:

________________________________________________________________________________

________________________________________________________________________________

What I will do to overcome these things:

________________________________________________________________________________

________________________________________________________________________________

What I will do to reward myself for exercising:

________________________________________________________________________________

________________________________________________________________________________

Suggestions:

1. Tape the Personal Exercise Plan to your refrigerator, in your bed-

room, or bathroom mirror.

2. Show it to a friend or your exercise buddy.

3. Look at it every day!

Journal pg. 38

55

My Exercise Log

Date Time Length of time Type of activity

Example: Wed, June 24th 5:00—5:45 45 minutes Walk around the track

Journal pg. 39

56

57

Session 7: Why Weight

In this session you will… Define healthy weight and its importance. Discuss risk factors associated with increased weight. Learn practical ways to achieve a healthy weight. Enjoy 20 minutes of physical activity together.

Materials needed… Calculator

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotion-

ally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and share a method you used in the last two weeks to deal with stress.

Discussion Activity

1. Where do you stand? Refer to Is Your Weight A Healthy Weight? (pg. 58, Journal pg. 42). Have women find their BMI. Knowing your BMI can help you start thinking about what your health goals should be. (BMI chart Journal pg. 41) Try using the calculator to calculate your BMI using the formula on pg. 59.

2. Why does weight matter? How can being at a healthy weight be a benefit? Why is it important? Have your Circle members share. Review the Benefits of Being at a Healthy Weight (pg. 60).

3. Discuss strategies for controlling weight using pgs. 60-61 (Journal pgs. 42-43) as a guide.

4. Have women share what dietary and physical activity changes they have made so far. Share any benefits already experienced. Are there other changes you plan to make? What benefits do you hope to see from those changes?

5. Ask Circle members to reflect on their health SMART goal and think about how even a small SMART goal can lead to big changes in weight loss.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around the Circle and have each woman share one thing they will do to attain or maintain a healthy weight. “Because I love my body, this week I will …”

"The elevator to success is out of order. You'll have to use the stairs... one step at a time."

~ Joe Girard

58

Is Your Weight A Healthy Weight?

Being overweight or obese increases a person's chances for developing heart disease,

stroke, diabetes, and cancer. Living a healthy lifestyle can help you reach a healthy weight

and decrease your risk of developing those diseases. A measurement called the Body Mass

Index (BMI) is one way to assess a person's weight status. Body Mass Index (BMI) is one of

the most accurate ways to determine when extra pounds translate into health risks. BMI is

a tool which takes into account a person’s weight and height to measure total body fat in

adults. See the next Page in order to calculate your BMI.

Someone with a BMI of 25 to 27 is about 20 percent overweight, which is generally be-

lieved to carry moderate health risks. A BMI of 30 and higher is considered obese. The

higher the BMI, the greater the risk of developing additional health problems. Losing just

5-10% of your current weight could significantly lower your risk of disease. (example:

losing 5-10% of 250lbs= 12-25 lbs). Additionally, this amount of weight loss could move

you into a different BMI category, which further reduces your disease risks!

By shifting your focus from losing pounds to achieving a healthier BMI range, you may be able

to concentrate on the health benefits of being at a healthy weight versus the other

pressures and ideals that the world places on us.

Remember, SMALL changes can make a BIG difference!

Example: “I lost just 10 lbs and because of this, my doctor wanted to talk to me about

reducing my blood pressure medication!” A small change in weight can help you to re-

duce the amount of medication you are taking. If you are able to stop taking just one or

two prescriptions, this can translate into a savings of $20 or more per month, which is

$240 or more per year. Over five years, this will have saved you almost $1,000.00!

Heart disease, diabetes and high blood pressure are all linked to being overweight. A BMI

of 30 and over can increase the risk of serious health issues by 50 to 150 percent. If your

BMI is over 30, you can make a very positive change in your health status just by dropping

into the next lower BMI category.

Journal pg. 42

59

BMI Chart

In order to calculate BMI, the only measurements you need are your height and weight.

You can calculate your BMI by hand:

Example: Suppose you weigh 160 pounds and are 5 feet 10 inches tall.

· Convert you height into inches: (5 feet x 12 inches) + 10 inches = 70 inches

· Now (the hard part!) square your height in inches: 70 x 70 = 4900

· Divide weight by the squared height: 160 / 4900 = .0326

· Multiply by the correcting factor of 703 since you're not using metric: .0326 x 703 =

22.9 BMI

…or you can use this chart to find your BMI:

Journal pg. 41

60

Benefits Of Being At A Healthy Weight

Being overweight matters! But why should you aim for a healthy weight? Improves your heart health Decreases high blood pressure Helps prevent and control diabetes Helps prevent and relieve arthritis Helps prevent cancer Helps control cholesterol Makes you feel better about yourself Gives you more energy Can save you money on prescription medications

Why Many Women Are Overweight There are many reasons that people gain weight. Some of the reasons women have mentioned as

causes of weight gain include:

Eating fatty foods Not exercising Pregnancy

Fast food Too much TV Drinking your calories

Family history Eating too many sweets Injury or illness

Eating too many desserts Aging Excessive snacking

RULE OF THUMB: Calories in should equal calories out. The only way to lose weight is to either

burn more calories through physical activity, or reduce the number of calories you take in by eating

less food. Maximum weight loss can be accomplished by using a combination of these two strategies.

When you eat fewer calories than you use, you will lose weight. When you use more calories than

you consume, you will lose weight.

REMEMBER: If you eat more, move more!

Small Changes By eating just 200 calories less per day, you could lose 3 lbs. in one month and 36 lbs. in one year!

Here are some ways to cut out 200 calories from your diet:

Drink diet soda instead of regular. Did you know that a 20 oz. regular soda has 240

calories?

Snack on fruits and veggies instead of chips and cookies. Fresh fruits and vegetables are

practically calorie-free, so you can eat as much as you want without any guilt!

Resist eating a whole piece of birthday cake! If you only eat half, you save yourself 200

calories!

Try a piece of sugar-free candy if you get the urge to snack. Even a small bag of chips has 150 calories.

61

The National Weight Control Registry is a voluntary group of individuals who have lost at least 10% of their body weight and kept it off for at least one year. Here is what worked for them:

High amount of physical activity – about one hour per day (walking is common)

Eat low calorie, low-fat diet

Weigh often

Eat breakfast (typically cereal and fruit) every day

Have a consistent diet on weekdays and weekends

People who had depression were more likely to regain the weight they lost. It is

important, therefore, to get treatment for depression if that is an issue.

Healthy Weight Tips

If your goal is to lose weight or maintain your current healthy weight, here are some tips to

help you achieve that goal.

* Stay focused on being healthy, not on becoming thin. Many people are more successful at

long term weight loss when their motivation changes from wanting to be thinner to

wanting to be healthier.

* Lose weight slowly with small changes. Try to remember that losing 15 pounds in two

weeks is nothing to celebrate. The more quickly weight is lost, the more likely the loss is

coming from water and muscle, not fat. Try to have a weight loss of no more than 1-2

pounds per week.

* Remember to be realistic about your goals. If you try to reduce the calories, fat, saturated

fat, and sugar in your diet AND promise to make a drastic change in your physical activi-

ty level, you may be setting yourself up for failure. Set smaller, more realistic goals for

yourself and add a new challenge each week.

* Conduct an inventory of your meal/snack and physical activity patterns. Keep a food

and activity journal. Write down not only what you ate, but where, when, and what you

were feeling at the time. You will see what triggers your hunger and what satisfies your

appetite.

* Eat enough servings of vegetables and fruits per day. As you add fruits and vegetables, try

substituting them for higher calorie, less nutritious foods.

Proven Strategies For Controlling Weight

Journal Page 42

Journal pg. 43

62

Healthy Weight Tips Continued

* Prepare and eat meals and snacks at home. This is a great way to save money, eat healthy,

and spend time with your family.

* Be aware of the amount of food you’re eating. Read food labels to determine serving sizes.

One bowl of cereal may actually be two ¾ cup servings. A small frozen pizza may contain

up to 3 servings (check the nutrition information label). Being aware of serving sizes may

make it easier to avoid those extra calories.

* Choose snacks that are nutritious and filling. A piece of fresh fruit, cut raw vegetables or a

container of low-fat yogurt are excellent choices. Take these snacks with you for a healthy

alternative to chips, cookies, or candy.

* Take your time! Eat only when you are hungry and enjoy the taste, texture, and smell of

your meal as you eat it.

* Remember physical activity! Aim for 30 to 60 minutes of moderate-intensity physical activ-

ity 5 or more days of the week. If you are just starting to be physically active, start with a

few minutes of activity a day and gradually increase, working your way up to 30 to 60

minutes per day.

* Honor your hunger, respect your fullness. Don’t let yourself get too hungry, because then

you’re more likely to overeat. When you first feel hungry, it’s time to eat that snack or

meal. Listen to your body tell you when it is full. Pause during that meal or snack, and

stop eating when you are comfortably full.

* Measure success on and off the scale! Weighing often is important, but becoming healthier

can be seen by increased energy, better mood, and clothes fitting better. The scale is not

the end all, be all of eating healthier and moving more! Don’t get hung up on the scale.

63

Session 8: Why Weight II In this session you will…

Participate in the Being in the Moment activity. Discuss the Hunger Scale and learn hunger and fullness cues. Enjoy 20 minutes of physical activity together.

Materials needed… Small napkins, potato chips and chocolate squares

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotionally,

Spiritually). Go around and reflect on progress/challenges on reaching their health SMART goals. Did anyone

change their goal after our last session? Remember: Small changes in weight can lead to big changes in health.

Activity—Being in the Moment

1. Pass out small napkins to each Circle member. Pass out ONE potato chip and ONE square of good quality chocolate. Tell the women not to touch or eat them until they are told to.

2. Start with the chip—Ask…“What does the chip look like?”; “What does it feel like?”; “What does it smell like?”; Encourage women to offer lots of descriptors.

3. Instruct the women to take a small bite, roll it around on their tongues, describe the taste and sensation.

4. Now repeat #2-3 with the chocolate. NOTE: This all happens very slowly. Pay attention to the look, feel, smell, and taste of the food. Slow down and really enjoy food.

5. Allow the women share how the experience was for them. What was it like to eat that slowly? Was it difficult or easy? Was it new for anyone? Discuss how taking our time and paying attention to what we’re eating might lead to eating less and getting more satisfaction from the food.

6. Review Ways to Slow Down and Enjoy (pg. 66). Discuss how taking our time and appreciating the food we eat can help us to lose weight.

Discussion

Review 16 Ways to Have Healthier Days and the Hunger Scale (pgs. 64-65, Journal pgs. 45-46). Discuss how we can incorporate some of these tips into our everyday lives. Discuss what hunger cues and fullness cues feel like.

Review and discuss the Food and Mood Log. (Journal pgs. 47-48)

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around the Circle and have each woman share one thing they will do to be more aware of their hunger and fullness cues.

Homework: Have the Circle members fill out their food and mood logs for one week day and one weekend day during the next two weeks. Remind them to bring this log to the next Circle for discussion.

64

The Hunger Scale

This tool is designed to help people avoid eating mindlessly. It is to help you be more in touch with your hunger and your sense of fullness. First, decide how you're feeling. It’s best to eat when you are at 3 or 4. If you wait until you are very hungry (1 or 2) you may tend to overeat to compensate. Put your fork down at 5 or 6 and try to wait until the next scheduled meal or snack. If you're trying to lose weight, stop at 5, the point at which you're eating a little less than your body is burning.

10: Stuffed. You are so full you feel nauseous.

9: Very uncomfortably full. You need to loosen your clothes.

8: Uncomfortably full. You feel bloated.

7: Full. A little bit uncomfortable.

6: Perfectly comfortable. You feel satisfied.

5: Comfortable. You're more or less satisfied, but could eat a little more.

4: Slightly uncomfortable. You're just beginning to feel signs of hunger.

3: Uncomfortably hungry. Your stomach is rumbling.

2: Very uncomfortable. You feel irritable and unable to concentrate.

1: Weak and light-headed. Your stomach acid is churning.

No doubt that a major obstacle to losing weight is the fear of going hungry. But by paying close

attention to your hunger cues, and using the 16 Ways to Have Healthier Days, you can find a

balance where you are neither starving nor getting full to the point of discomfort.

1 2 3 4 5 6 7 8 9 10

1 2

3 4

5 6

7 8

9 10

Journal pg. 45

65

1. Tap your foot! You can burn an extra 350 calories per day just by being restless. Walk around while you are on the phone. Do a little dance in your car while sitting at a stop light.

2. Don’t eat in front of the TV! This is difficult for many of us, but eating in front of the TV can make you eat up to 288 calories more per sitting!

3. Use smaller plates! Research shows that people eat less when eating from a smaller plate or bowl.

4. Limit salad toppings (and dressing)! Load up on the lettuce, but be wary of calorie-dense toppings like nuts and cheese.

5. Skip the whip! Whipped cream adds calories and saturated fat to an already sweet dessert. Skip it!

6. Do not eat from the bag! We all eat more when we eat directly from a big bag. Pre-portion Ziploc bags, or take out one serving and just eat that.

7. Serve and sit! Family style meals are great, but they encourage seconds and thirds.

8. Cut the alcohol! Alcoholic beverages have hundreds of calories. If you really want an alcoholic drink, try to limit sugary mixers.

9. Eat less pasta! Pasta is loaded with refined carbohydrates and lots of empty calories.

10. Leave food on your plate! If you go out to eat, cut your meal in half and take one half home. Restaurant portions are ALWAYS more than you need.

11. Nix the smoothie! Drinking your calories can add up to lots of weight gain.

12. Check the serving size! Sometimes a serving is much less than we would have thought, and by the time you read the label, you have already eaten 3 servings!

13. Kick the soda habit! Sodas and juices are loaded with sugar and calories. A rule of thumb for weight loss is to never drink your calories. Switch to diet soft drinks if you can.

14. Fill up on water before a meal! Water is naturally calorie-free but can make you feel fuller which will help you to eat less.

15. Eat a protein like eggs or meat for breakfast! Eating in the morning will help you will stay fuller longer and can prevent afternoon binges.

16. Have healthy snacks easily accessible! Wash and cut up apple, celery, or carrot slices in advance and have them ready to eat, so that when you are hungry they can make for a quick snack.

16 Ways To Have Healthier Days

Journal pg. 46

66

Prayer, meditation, or thanksgiving before a meal. Many of us say grace before we eat a

special, celebratory meal with our families. Try to take time before EVERY meal, even if it

is just a snack. Being thankful for the food in front of us is one way to be more mindful

about what we are eating. Saying a little prayer before we eat can center us and remind us to

listen to our bodies’ hunger and fullness cues.

Avoiding mindless eating. We have all been guilty of this: eating just because there is food

in front of us. But what if we asked ourselves, why am I eating this? Am I hungry? Happy?

Sad? Bored? Being mindful about what we put into our bodies and why can help us to lose

weight.

Avoid eating in front of the TV. After a long day at work, there is sometimes nothing bet-

ter than plopping down on the couch with a snack or a meal. This is fine every once in a

while, but if you find yourself eating every meal in front of the TV, you are not really paying

attention to what you are eating, you are paying attention to the TV!

Benefits of Slowing Down

Researchers are beginning to unlock the secrets behind the complex process of appetite con-

trol - how we make decisions to start and stop eating. To regulate food consumption, your

brain responds to a delicate interplay of hunger and fullness signals. Hunger is driven by a

number of signals that originate in the brain, stomach, and intestines. Within about 30

minutes after you start eating, fullness signals are transmitted from your stomach and small

intestine. These fullness signals act as a sedative on the gastrointestinal tract, slowing down

the processing of food, creating a sense of fullness, and blunting the effect of the hunger

signals in the brain, all of which tell us to stop eating. This is why it is so important to slow

down. If it takes your brain 30 minutes to know that you are full, by the time that signal

reaches your brain, you could have eaten an additional meal!

Change Takes Time

Remember that changing behavior takes time. We have all formed eating habits over the

course of our lives. Some of these habits may be good for us, but some are bad for us. These

habits are not going to disappear overnight. Creating a new habit will take 3 weeks of prac-

ticing the new behavior. So don’t give up!

Ways to Slow Down & Enjoy

67

Food & Mood Log

What is the Food and Mood Log? The Food and Mood Log is a way for you to track and record

what you eat in a day and to understand more about what and why you are eating.

Why should I fill out a Food and Mood Log? By writing down what you eat in a day, you can in-

crease your awareness of where your extra calories are coming from, and your emotional state

when you are consuming them. By paying attention to both what you are eating, and how you are

feeling when eating, you can learn more about your habits and target areas for improvement.

Food and Mood Log Instructions: Use a sheet of paper to record what you eat in a 24-hour peri-

od (see example). Try to record at least one full weekday and one full weekend day (if you like

keeping track, feel free to record more!) Remember to include all drinks, condiments, meals, and

snacks, and their portion sizes. Also note how you felt at the moment of eating (e.g., happy, sad,

bored, excited, depressed), and your level of hunger/fullness when you began the meal (use the

Hunger Scale).

Here are some tips:

Write as you go. Do not wait until the end of the day to try to remember everything you have eaten.

Focus on portions. If you don’t list the portion size, you don’t know how much you consumed. Be as specific as possible.

Be honest. Even if you feel badly about something you ate, write it down! This will help you de-velop healthier habits.

Time and Place

Food Eaten, Preparation Method, & Amount Eaten (Portion Size)

How You Felt (Mood)

Hunger or Fullness

Level Example:

12:15 PM, in my car

Example: 1 burger with cheese, lettuce, tomato, mayo 16 oz. sweet tea 1 large fry 3 packets ketchup

Example:

Tired, happy

Example: 4

Journal pgs. 47-48

68

69

Session 9: A Penny Saved— Budgeting and Keeping Track Of Your Money

In this session you will… Learn the importance of budgeting. Discuss how to track daily spending. Enjoy 20 minutes of physical activity together.

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emo-

tionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and ask Circle members to share how they increased physical activity in the

last two weeks.

Discussion Activity—Budgeting

Lead a discussion with your Circle about budgeting by asking the questions listed below. 1. What does budgeting mean to you? Does it have a positive or negative meaning? 2. What are some benefits of budgeting and keeping track of your money? Do you cur-

rently use a budget? If so, how well does it work? Talk about the Budgeting Tools on pg. 70 (Journal pg. 49). Ask Circle members if they have a different tool that they have found helpful.

3. What are some of the barriers to sticking to a budget and how could you overcome them?

4. What are some ways to decrease spending? (don’t forget tips like paying bills on time, avoiding bank fees, or reducing interest rates)

5. What could you do with the money you save? Create a saving goal. 6. What are some ways to increase income? Have you thought about starting your own

business? What kind of business? What are some of the benefits of having your own business? What are some of the challenges?

7. Have Circle members review the Daily Spending Diary (pg. 71, Journal pg. 51) to track their spending this week. Look for ways to save money.

8. If a Circle member does not currently use a budget ask them to try the Monthly Income and Expenses Worksheet (pg. 72, Journal pg. 53) to get them started.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing—Check it out!

Local Government Federal Credit Union offers a FREE Financial Assessment Tool. It’s anonymous and will help you create a financial wellness plan.

https://www.debtinfocus.org/?refer=lgfcu

70

Budgeting Tools

Budget Box System The budget box is a small box with one divider for each day of the

month. When you receive a bill, check the due date and place it behind the

divider that represents the bill’s due date. As you receive income, pay all bills that are due. Expense Envelope System This tool is useful if you pay your bills in cash each month. Make an envelope for each expense category, such as rent, gas, elec-

tricity, and food. Label the envelope with the name of the category, the amount, and

the due date. When you receive income, divide it into the envelopes. Be sure to

pay bills right away so you will not be tempted to spend the money on something else.

Computer System If you have access to a personal computer,

you can create your own spreadsheet. Excel has budget templates available (sample on right). They are very detailed, totally customi-zable, and will calculate totals automatically.

You may also want to purchase a personal finance program such as Quicken or Simple Money. They are available for less than $60.

Using a computer to manage your finances is relatively simple. Once you set up the sys-tem, updating information is quick and easy. It is important to enter transactions frequently to truly understand your financial position.

Journal pg. 49

71

Daily Spending Diary

Try saving your receipts for the day in a Ziploc baggie until you can write down the amount you have spent.

Spend less per day

Savings in 1 week

Savings in 30 days

Savings in 1 year

Savings in 5 years

$1.00 $7.00 $30.00 $365.00 $1826.00

$1.50 $10.50 $45.00 $548.00 $2736.00

$2.00 $14.00 $60.00 $730.00 $3652.00

$2.50 $17.50 $75.00 $913.00 $4565.00

$3.00 $21.00 $90.00 $1095.00 $5478.00

$3.50 $24.50 $105.00 $1278.00 $6391.00

$4.00 $28.00 $120.00 $1460.00 $7304.00

$4.50 $31.50 $135.00 $1643.00 $8217.00

$5.00 $35.00 $150.00 $1825.00 $9130.00

$5.50 $38.50 $165.00 $2008.00 $10,043.00

Day What did I spend my money on today?

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Saving a little today could make a big difference in the future. You could save more than $10,000 in just 5 years by spending $5.50 less a day!

Journal pg. 51

72

Monthly Income and Expenses Worksheet

My Income My Expense

Wages $ Fixed Expenses Rent/Mortgage $

Public Assistance $ Property Taxes/Insurance $

Child Support/ $ Trash Collection $

Interest/Dividends $ Cable $

Social Security $ Car Payments $

Retirement $ Car Insurance $

Other $ Loan Payments $

Health Insurance $

Daycare/Elder care $

Flexible Expenses Savings $

Gas/Oil $

Electricity $

Water $

Telephone/Cellphone $

Food $

Transportation/Gas $

Car Maintenance $

Education $

Personal Expenses $

Entertainment $

Other $

Total Income Total Expenses

* Remember to plan for income and expenses that do not occur on a monthly basis.

Journal pg. 53

73

Session 10: Lion, Otter, Beaver, Golden Retriever—Which One Are You?

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotionally, Spiritually).

Pass around sign-in sheet. Go around and reflect on progress/challenges on reaching their SMART goals.

Discussion Activity: How do I function in the working world?

1. Go around and ask each Circle member to share one personal strength or skill that they bring to a work setting. Are there particular things that you like to do? Continue the discussion with these questions: Have you ever worked with someone completely different from you? How have you learned to work together? 2. Ask women to complete their Lion, Otter, Beaver, Golden Retriever handouts independently (Journal pg. 74) Remind everyone that there are no “right or wrong” answers! Each question provides more insight into what makes each one of us unique. Once each woman has completed her assessment, read over the Lion, Otter, Beaver, Golden Retriever informational sheet and highlight strengths of each. Have a dictionary availa-ble to look up any unfamiliar words. (pgs. 75-77, Journal pgs. 57-59) Lead the women in a discussion about what parts of their assessment they agree with and what parts they think don’t accurately reflect them. Is there a difference between how we see ourselves and how others see us? How can you add some of the strengths we have just discovered to your resume? Using what the women learned about themselves, have the women select personal buzz words that they can add to their resume.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Intro Resume 101

1. Review the “Resume Tips” (pg. 78, Journal pg. 60) to discuss how to write a resume and things that should/should not be included. During the resume discussion, be aware if you have any retirees in the group and be sure to include them. They can talk about their experiences with resumes, think about their goals dur-ing retirement, and share their strengths and skills. 2. Then look at the sample resume. What is good about this sample resume? (pg. 80, Journal pg. 62) What could be improved? Have each woman share sources for information on resumes, such as http://www.nc-joblink.com/ and discuss one way in which they can improve their resume.

Closing

Go around and share a new strength or something new you learned about yourself today. Homework: Ask each Circle member to bring their current resume or a list of employment with dates to the next Circle.

In this session you will… Identify your personality working style (Lion, Otter, Golden Retriever, Beaver). Discuss your personal characteristics and strengths. Prepare to create or update your resume. Enjoy 20 minutes of physical activity together.

Materials needed… Pens and a calculator Dictionary

Editor’s note: Depending on the life stage of some Circle members the discussion about resumes may be less relevant. Resumes can also list volunteer experience instead of work experience, the in-formation could be shared with others, or you could choose to skip the resume part of this session.

74

Instructions: In the space provided, identify the degree in which the following characteristics or behaviors most accurately describes you.

0= not at all 1= somewhat 2= mostly 3= very much

Column 1 Column 2 Column 3 Column 4

Likes control Enthusiastic Sensitive Consistent

Confident Visionary Calm Reserved

Firm Energetic Non-demanding Practical

Likes challenge Promoter Enjoys routine Factual

Problem solver Mixes easily Relational Perfectionistic

Bold Fun-loving Adaptable Detailed

Goal driven Spontaneous Thoughtful Inquisitive

Strong-willed Likes new ideas Patient Persistent

Self-reliant Optimistic Good listener Sensitive

Persistent Takes risks Loyal Accurate

Takes charge Motivator Even-keeled Controlled

Determined Very verbal Gives in Predictable

Enterprising Friendly Indecisive Orderly

Competitive Popular Dislikes change Conscientious

Productive Enjoys variety Dry humor Discerning

Purposeful Group-oriented Sympathetic Analytical

Adventurous Initiator Nurturing Precise

Independent Inspirational Tolerant Scheduled

Action-oriented Likes change Peacemaker Deliberate

Column 1 Total Score

Column 2 Total Score

Column 3 Total Score

Column 4 Total Score

Personality Test

Journal pg. 56

75

Personality Interpretations

Column 1: The Lion

Column 2: The Otter

Column 3: The Golden Retriever

Column 4: The Beaver

Relational Strengths

Takes charge. Problem solver. Competitive.

Enjoys change. Confrontational.

Optimistic. Energetic.

Motivators. Future oriented.

Warm & relational. Loyal.

Enjoys routine. Peace-maker.

Sensitive feelings.

Accurate & Precise. Quality control.

Discerning. Analytical.

Strengths Out of Balance

Too direct or impa-tient.

Too busy. Cold blooded.

Impulsive or takes big risks.

Insensitive to others.

Unrealistic or day-dreamer.

Impatient or over-bearing.

Manipulator or pushy.

Avoids details or lacks follow-through.

Attracts the hurting. Misses opportunities.

Stays in a rut. Sacrifices own feelings

for harmony. Easily hurt or holds a

grudge.

Too critical or too strict.

Too controlling. Too negative of new

opportunities. Loses overview.

Communication Style

Direct or blunt. One-way.

Weakness: not as good a listener.

Can inspire others. Optimistic or enthusiastic.

One-way. Weakness: High

energy can manipulate others.

Indirect. Two-way.

Great listener. Weakness: Uses too

many words or provides too many

details.

Factual. Two-way.

Great listener (tasks). Weakness: Desire for detail and precision can frustrate others.

Relational Needs

Personal attention & recognition for what

they do. Areas where she can be

in charge. Opportunity to solve

problems. Freedom to change.

Challenging activities.

Approval. Opportunity to

verbalize. Visibility.

Social recognition.

Emotional security. Agreeable

environment.

Quality. Exact expectations.

Relational Balance

Add softness. Become a great

listener.

Be attentive to mate's needs.

There is such a thing as too much optimism.

Learn to say "No"…establish emotional

boundaries. Learn to confront

when own feelings are hurt.

Total support is not always possible.

Thorough explanation isn't

everything.

Journal pg. 57

76

Lion, Otter, Beaver, Golden Retriever Gary Smalley and John Trent developed a personality assessment that uses animal characteristics. Not only are these entertaining but they are very easy to grasp. You’ll find yourself thinking, “that person sure is a ‘beaver,’” or “you’re such a ‘lion-otter.’”

While these personality types are certainly broad categories, they are easy to remember and communi-cate. This can be helpful with family members, coworkers, and/or people in general. Knowing their temperaments can make the home, work environment, meetings, and projects run more smoothly.

Consciously work to become more aware of your natural tendencies. Work towards a healthy balance, tempering any extreme problem area, focus on your strengths and learn to cultivate the strengths of less dominant personality traits. Listed below are the characteristics of each temperament and how they line up with Galen’s and the DiSC for comparison:

Lion (Choleric/Dominance) “Do it now!” Strengths– Visionary, practical, productive, strong-willed, independent, decisive, leader, bot-

tom line, problem-solvers, and not conversational. Challenges– Cold, domineering, unemotional, self-sufficient, unforgiving, sarcastic, likes au-

thority which can be seen as being too direct or demanding, takes charge which can be seen as being pushy; can step in front of others, are determined which can be seen as being over-bearing.

Communication—Lions want you to be efficient and to the point; provide them with op-tions, information on what is to be done and by when; freedom to act, and take immediate action; be efficient and competent; support their goals and objectives; if you disagree – argue facts and not personal feelings; be precise, time disciplined, well organized, focus on the re-sults or bottom-line. Let them make the decision.

Otter (Sanguine/Influence) “Trust me, it’ll work out.” Strengths– Outgoing, responsive, warm, friendly, talkative, enthusiastic, compassionate, crea-

tive, motivators, fun-loving, and entertainers. Challenges– Undisciplined, unproductive, exaggerates, egocentric, unstable, enthusiastic

which can be seen as being overbearing, takes risks which can be seen as being dangerous and foolish, and visionary which can be seen as being daydreamer.

Communication—Otters want you to be stimulating and interesting, provide them with qual-ity, information on how it will enhance their status, increased talent, originality, uniqueness, be interested in them, support their dreams, feelings and opinions, be sociable, do not hurry the discussion – give them a chance to verbalize, try not to argue, don’t deal with details – put it all in writing, do not be shy, agree on the specifics of any arrangement.

Journal pg. 58

77

Lion, Otter, Beaver, Golden Retriever

Golden Retriever (Phlegmatic/Steadiness) “Let’s keep things the way they are” Strengths– Calm, easy-going, dependable, quiet, objective, diplomatic, humorous, lov-

ing, nurturing, loyal, good listeners, and encouragers. Challenges– Selfish, stingy, procrastinator, unmotivated, indecisive, fearful, worrier,

adaptable which can be seen as being loses identity; sympathetic which can be seen as being holds on to others' hurts; and thoughtful which can be seen as being can be taken advantage of.

Communication—Golden Retrievers want you to be cooperative and pleasant, provide them with assurances, information on how it will affect their circumstances, popular ideas, risk sharing, reliability, assistance in presenting to others, be non-threatening and sincere, show personal interest and support their feelings, don’t push, move along in a slow manner, show that you are listening, be easy-going, and assure them that you stand behind any decisions.

Beaver (Melancholy/Compliance) “How was it done in the past?” Strengths– Analytical, self-disciplined, industrious, organized, aesthetic, sacrificing, hard

-working, detailed, and focused on quality. Challenges– Moody, self-centered, touchy, negative, unsociable, critical, revengeful;

reads all instructions which can be seen as being afraid to break rules; accurate which can be seen as being too critical; consistent which can be seen as being lacks spontanei-ty.

Communication—Beavers want you to be accurate and precise, provide them with evi-dence, information on how they can logically justify, systematic plans, progress reviews, be thorough and well planned, support their thoughtful approach, demonstrate through action rather than words, be exact, organized, and prepared, give them time to verify your words, don’t rush decision-making, avoid gimmicks, provide evidence that what you say is true and accurate.

**As always, the application of knowledge is often the hardest part. Take what you’ve learned and move out one step at a time. Even if you pick out just one strategy to work on over the next couple weeks, you’ll be pleasantly surprised at the results.**

Journal pg. 59

78

Resume Tips

A resume is a document that summarizes and highlights your job-related skills, experiences, and activities. The purpose of most resumes is to obtain an interview for an internship or job. College and graduate admissions offices and scholarship programs may also request a resume during the application process. FACT: An employer spends an average of 15 to 20 seconds reviewing a resume. Make your first impression a good one.

5 Keys to Creating a Targeted Resume Analyze the job description.

Review job descriptions for the skills, abilities, and qualifications employers are look-

ing for. It is recommended that you have a specific job in mind when creating a tar-

geted resume.

Organize your thoughts.

Make a list of the categories you wish to include on your resume. This list can in-

clude education/training, volunteer opportunities, jobs, academic research, travel,

and extracurricular activities. If possible, quantify results and use commonly under-

stood terms. Learn and use terminology on your resume that is common to the field

you are pursuing. List strengths and skills used to achieve your accomplishments.

Always write out or explain technical terms and abbreviations on your resume.

Create descriptive phrases.

Create short phrases to describe your job duties. Avoid using diluted phrases such as

"responsible for" or "in charge of." Arrange the descriptive phrases in order of im-

portance to the position.

Ensure resume is letter perfect.

Misspelled words, grammatical, or punctuation errors will generally disqualify you

from any position for which you apply.

Have your resume critiqued by a professional.

You want to have a friend, previous co-worker or career services personnel read over

your resume before submission. They will be able to review it objectively and provide

useful feedback.

Journal pg. 60

79

Resume Do’s And Don’ts

DO Use good quality paper (at least 20 lb. bond) in white or off-white.

Use a readable font and print on a laser printer.

Be specific in your objective.

Quantify duties when possible (e.g., hosted 3 national meetings per year).

Use short phrases that convey a positive, concise description of your accomplishments.

Limit your resume to one page if you have limited work experience.

Check the spelling of every word. Make sure grammar and punctuation are correct.

Have your resume proofread by someone else before sending it to potential employers.

DON’T Include personal information such as weight, height, marital status, social security num-

ber, age, race, religion, or political affiliation.

Use graphics (unless you are applying for a graphic arts/design position).

List detailed descriptions of unrelated job duties.

Use words such as I, me, or my on your resume.

Exaggerate your experience.

Start phrases in experience section with "Responsible for".

State salary.

Use abbreviations without spelling out what they stand for.

Power Verbs

Management Skills—administered, analyzed, coordinated, developed, evaluated, recom-

mended, supervised, improved, increased, strengthened

Communication Skills—authored, collaborated, convinced, formulated, interpreted, re-

cruited, lectured

Technical Skills—calculated, designed, engineered, overhauled, programmed, upgraded

Teaching Skills—advised, explained, facilitated, instructed, trained

Creative Skills—conceptualized, customized, initiated, revitalized

Detail Skills—catalogued, monitored, organized, processed, systemized, validated

Accomplished-Oriented Verbs—achieved, pioneered, resolved, spearheaded, transformed

Journal pg. 61

80

Resume Example

Jenna Marie Spirit 323 Red Bird Lane Hopetown, NC 27273 910-111-1111 jenna_spirit@email.com Objective To use my clerical and business skills in a non-profit agency serving

women and children. Education Hopetown High School, Hopetown, NC

High School diploma 2000 (with honors) Skills Word processing, Excel, QuickBooks, excellent telephone and cus-

tomer relations skills, basic verbal Spanish Work History Assistant Clerk, Sam’s Accounting and Tax Services Hopetown, NC June 2000-November 2003

Assistant Intake Representative Hopetown Domestic Violence Services Hopetown, NC November 2003-June 2009

Training and Workshops Notary Public Certification, Hopetown Community College, 2001 QuickBooks training course, Hopetown Community College, 2002 HOPE Accounts for Women Circle Leader training, July 2010 Honors and Awards A-B Honor Roll, Junior and Senior years, Hopetown High School Volunteer of the year, Hopetown Domestic Violence Services, 2010 Volunteer Experience President, Students Against Violence Everywhere (SAVE), 1999-

2000 Relay for Life volunteer, 2001-present

Interests Walking, gardening, working with children References References available upon request

Journal pg. 62

81

Session 11: Putting Your Best Foot Forward

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals.

Discussion Activity: Who am I in today’s job market?

1. Have Circle members pair up and share any changes they have made to their re-sume. Allow time for constructive feedback.

2. Discuss methods of finding a job (internet, networking, friends, newspaper, etc.) 3. Talk about how to have an effective interview by going through the How to Handle

an Interview (pg. 82, Journal pg. 66). Recognize that the interview process starts be-fore the actual interview day.

4. Break into pairs to practice a mock interview using the sample interview questions on the worksheet.

NOTE: Be conscious of any retirees in your group and be sure to include them. They may want to share their experiences, give advice to others, or think about who they want to be or what they want to do in retirement.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

You got the job! Now what?

1. Imagine you are an employer of your own business, and you are hiring. Go around and share what skills would you look for in a potential employee.

2. Read through and discuss as a group the Seven Top Job Skills (pg. 83, Journal pg. 65).

Closing

Go around and share one thing you have learned about interviews.

In this session you will… Review strengths and personal “Buzz” words from last meeting. Share resume changes. Discuss job skills and what you bring to the table. Practice interview skills. Enjoy 20 minutes of physical activity together.

Materials needed… Individual resumes

“Time is an equal opportunity employer. Each human being has exactly the same number of hours and minutes every day. Rich people can’t buy more hours. Scientists can’t invent new minutes. And you can’t save time to spend it on another day. Even so, time is amazingly fair and forgiving. No matter how much time you’ve wasted in the past, you still have an entire tomorrow.” ~Denis Waitely

82

How To Handle An Interview

Before the Interview Learn all that you can about the company and job you are applying for. You can get basic

information about the company through their website or from their office. Once you have this information you can use it to think about exactly why you want the job, where you fit in and what special skills you’ll be able to offer. Think of a few questions you have about the company and the job.

Perform a practice interview with a friend or family member using the information you gathered. Employers like it when you can speak intelligently about the company.

Plan your route to the interview and remember to leave early. You want to give yourself enough time to be able to deal with traffic jams or anything else that could make you late. It is best to arrive at the interview about 5 to 10 minutes early.

At the Interview

Look your best. A conservative dress or pants suit is recommended. Make sure your finger-nails are cut and your breath is okay. Do not chew gum or candy during the interview.

Bring a copy of your resume and some paper and a pen in case you want to take notes. Shake hands with everyone and try to look them in the eye.

Pay close attention. It is also important to express to your potential employer that you are very interested in the job and that you are confident in your ability to perform the job.

Answer questions honestly, and keep up a positive attitude. Employers like to hire positive people. It is important to speak clearly when responding to questions.

Ask your interviewer follow-up questions that use the information you have been given dur-ing the interview. Now is a good time to ask those questions you came up with while re-searching the company.

Remember to thank your interviewer for his/her time and to shake hands again.

After the Interview Send a thank you note or email to the interviewer within 24 hours of the interview thanking

them again for their time and for considering you for the position. Call them and follow-up, if you haven’t heard back from them within a week. Ask if they

have made any progress on selecting someone for the position. Mention that you are still in-terested.

Let’s Practice: Sample Interview Questions

What are your long-range goals and objectives? How do you plan to achieve your career goals? What are your strengths, Challenges, and interests? Describe a situation in which you had to work with a difficult person (a student, co-worker,

customer, supervisor). How did you handle the situation? Is there anything you would have done differently in hindsight?

What motivates you to give your greatest effort? Describe a situation in which you did so. Why did you decide to seek a position with this organization? What ways do you think you can make a contribution to our organization? Describe a contribution you have made to a project on which you worked.

Journal pg. 66

83

Seven Top Job Skills

1. The ability to research

Job seekers should possess the ability to research, not because they wanted to land a job in a

research company, but in order to do simple searches on the data needed for a particular task.

2. Logical thinking

Most employers need people who are able to produce effective solutions and to make sensible

decisions in response to a problems or issues that arise.

3. Technologically literate

Most job openings require people who are computer literate or know how to operate different

machines and office equipment. Job seekers should know the basic principles of technology.

4. Communication skills

People who are able to land a good job are mostly those who are adept in speaking and writing.

Employers hire people who are able to express their thoughts efficiently through verbal and writ-

ten communications.

5. Organizational skills

Employers do not hire people who are disorganized. Organization is extremely important to

maintain a harmonious working relationship in the company.

6. Interpersonal skills

Because the working environment consists of people with various kinds of personalities, it is nec-

essary to acquire the skill to communicate with people from different walks of life.

7. Professional Growth

Employers hire people who are able to create a plan that will generate personal career growth. Be

willing to improve yourself professionally by learning new things or skills.

Although there are other valuable skills, these are the highest regarded job skills by most employ-

ers. Therefore, it is important for job seekers to acquire these assets in order to be successful in

every endeavor they make to seek employment.

Journal pg. 65

84

85

Session 12: Take A Deep Breath

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotionally,

Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and share one thing you did in the last two weeks to create more balance in your life.

Discussion Activity—What is stress and how does it affect your health?

1. Begin by asking the question: What is stress? How does it show up in our lives? How does stress affect our health? Write down ideas on the flip chart. Review Signs of Stress (pg. 86, Journal pg. 67).

2. Ask Circle members to divide up into pairs to discuss how women cope with stress. Share stories. Practice listening to each other, not giving advice, but supporting each other to make changes for ourselves.

3. As a group review the list of ways of managing stress. Use Stress Coping Skills (pg. 87, Journal pg. 68) as a guide. Talk about whether the group has tried these methods and whether they think these ways of handling stress might be useful. Write down ideas on the flip chart.

Get Moving!!! (20 minutes)—stretching or relaxation as a way to prepare for meditation activity

Meditation Activity

1. Meditation can help us to reduce the stress that we feel in our lives every day. Use How to Medi-tate, Prayer or Meditation, and Types of Meditation (pgs. 88-90, Journal pgs. 69-70) to guide your discussion.

2. As a group, try the creative visualization (pgs. 90-91, Journal pgs. 71-72, or download the audio file). Make sure Circle members have a comfortable place to sit for the exercise, the room is qui-et, and you will not be disturbed for 10 minutes during the exercise. Tell members to get com-fortable in their chairs and close their eyes. Follow the meditation.

3. Ask if they would share something about their experience of the meditation activity with the group.

Closing

Go around the Circle and share one method for dealing with stress that each woman will try in the next two weeks. Mail letters from Session 4.

In this session you will… Discuss how stress in women’s lives affects their health. Discuss how women cope with stress. Learn and practice techniques to help reduce stress. Enjoy 20 minutes of physical activity together.

Materials needed… Flip chart/white board, markers

86

Signs of Stress

A certain amount of stress is normal. It can make you more alert and more motivated to reach your goals. But many women feel there is too much stress in their daily lives. Stress can become a problem when it is continuous and ongoing. Ongoing stress can lead to health problems in-cluding high blood pressure, headaches and stomach upsets. Your body changes because of stress. Changes may include fast breathing, tight muscles and stomach upsets. If you feel stress for a long time without dealing with it, you can begin to feel tired all of the time, have sleep problems, muscle pain, lose your appetite, have headaches and get sick more often.

How Can We Tell When We Are Under Stress? Our bodies usually send us warning signals, such as:

Back pain Cold sweaty hands

Shallow breathing Muscle tension

Shortness of breath Upset stomach, diarrhea or constipation

Loss of appetite Headaches

Shaking hands Ringing in the ears

Feeling dizzy or faint Teeth grinding

Pounding heart Hives or skin rashes

Chest pain

Stress can also appear as other problems, such as:

Compulsive behavior, such as excessive eating, negatives thoughts, or talking too much

Abuse of alcohol, drugs, or tranquilizers

Smoking

Difficulty sleeping

Sleeping too much

Lack of concentration

Irritability or nervousness

Hair loss

Journal pg. 67

87

Stress Coping Skills

Stress for women can often come from having too many responsibilities such as working a full time job and coming home to take care of others and household chores. There are two basic things we can do to reduce stress:

Change the situation that is causing the stress. Learn to turn off the physical symptoms of stress.

Changing a stressful situation…

Try to figure out exactly what is causing you stress. Think about what actions you can take or what part of your situation you can

change to reduce your stress. For example, ask for help with regular chores. Learn how to delegate without feeling guilty.

Get organized. Make lists to set priorities for your time. Make a realistic schedule and stick to it.

Become comfortable saying “no” when other people ask you to do more.

Even if you can’t change the situation, you can take action…. Take a deep breath – deep breathing helps calm the body. Talk about stress – opening up about our problems or tensions with friends, a

therapist, co-workers or a clergy member will allow a sharing of feelings and an opportunity to keep potential stressors in proper perspective.

Learn to relax – just a few minutes of peace and quiet each day give one the abil-ity to properly assess a challenging situation and to respond in an appropriate manner.

Watch your thoughts – negative or fearful thoughts create more anxiety and stress. Thinking about the positive in situations reduces stress.

Exercise regularly – physical activity often relieves the body of unnecessary ten-sions and allows the body to function more effectively.

Set realistic goals – people who expect too much of themselves are most fre-quently troubled by stress. Goals must be realistic to be motivational.

Eat healthy food. Get plenty of rest. Take breaks in your work (at home, on the job, at church, or work). Do some fun things – treat yourself regularly to doing something that you enjoy.

Journal pg. 68

88

Prayer or Meditation

Sometimes when you feel stress, it helps to relax and focus on other things. This helps turn off the physical signs of stress. Praying or meditating is one way to slow down, get quiet, and get in touch with something calming. We have all had experiences where we felt part of something larger than ourselves. Many think of this as a spiritual experience and may call it being in touch with God. Others may think of it in a less religious way, as being in touch with a “Higher Power” or some type of spiritual or universal energy. However you get this feeling, whether it is through prayer, being out in nature, or medi-tating, it is the same feeling of “oneness” or a spiritual connection. This feeling of oneness allows us to feel less alone. When we have a direct and strong feeling of something larger than ourselves, this can transform our lives so that we realize that we are not isolated. When we feel isolated, we are more likely to react to the things that happen to us in ways that cause us to feel stressed. When we feel connected to God, or a Higher Power, or na-ture, or a universal energy, we are more at peace with ourselves and less likely to react to the world in ways that cause us stress. One way to help us manage stress is to pray or meditate regularly. By praying or meditating, we can gain an inner sense of peace, strength and connection. This is something that all of us can do anytime.

How to Meditate

Meditation is about quieting your mind. The mind is usually very active and hard to control. But, there are ways to quiet and calm the mind. The first step in meditation is paying attention. Much of the time, we are not fully aware of what we are doing or experiencing. We are on “automatic pilot.” It is like eating a meal without really tasting the food, or driving from one place to another without noticing what you passed along the way. Meditation can help us become more aware of the present moment. Meditation begins with concentration, or focusing your attention. Some ways to focus your attention are to focus on your breathing and/or focus on a sound. You can meditate any time and any place. Pick a time that fits in with your schedule. It is im-portant to find a time that can be a part of your daily routine, perhaps when you first get up or before you go to bed at night. Find a place to sit quietly where you will not be disturbed. Allow yourself 5 minutes at first to try meditating. You may eventually work up to 15 or 20 minutes. A good way to begin is by doing some stretching or relaxation exercises, such as those you have done in the physical activity sections of your HOPE Circle meetings. Plan to meditate for 10 to 20 minutes at a time. Start by getting into a comfortable sitting position in a quiet place. Close your eyes.

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Types of Meditation: Breathing Meditation

If you are going to concentrate on your breathing, just sit quietly. Without changing how you breathe, just notice the air coming in and going out. Notice how the air feels coming in (a cool feeling at the tip of your nose) and going out (a warm feeling at the tip of your nose). You can breathe in and just say to yourself “Breathing in, I notice I am breathing in” and then, when you breathe out say, “Breathing out, I notice I am breathing out.” If you prefer, you can count your breaths. When you exhale, count “one.” The next time you exhale, count “two.” After the fifth time, start over again and count “one.” That is all there is to this type of breathing meditation. After a little while, maybe only a few seconds at first, you will notice that your mind has wandered. You will find that you are thinking about some-thing other than your breathing, either something in the past or in the future. You may be asking yourself, “Why am I sitting here observing my breathing when I have so many other things to do?” This is your mind in action. Don’t be surprised when your mind wanders; this is to be expected. It is part of the process of learning to meditate. Meditating is about the constant practice of bringing the mind back to concentrate on your breathing. With practice, you will get more and more control over your mind, and it will begin to quiet down. When your mind begins to stay focused for more than a few seconds at a time, you will begin to expe-rience the very deep relaxation of meditation.

Concentrating on a Sound Another way to meditate is to repeat a sound over and over. Begin by getting in a comfortable sitting position in a quiet place. Close your eyes. Choose the sound you will use. You can decide what sound you want to use. It can be an everyday word, like the word “one,” “calm,” or “relax,” or a religious word, like the word “God.” Choose a word that is comfortable for you and fits with your beliefs. One of the most basic sounds is a humming sound. A humming sound is very peaceful. It is found in many cultures as part of prayer and medita-tion. For example, the “ohm” in Sanskrit, “shalom” in Hebrew, “salaam” in Arabic, “amen” in Eng-lish, and “ameen” in the Muslim tradition. You may want to choose one of these for your meditation. You may want to say the word “amen” over and over. Repeating a sound over and over may have a double benefit. First, it focuses your attention. Second, the sound itself creates a peaceful state. Inhale, then repeat the word, sound, or phrase as you exhale. Find a tempo and tone that help you to feel calm and comfortable. When your mind wanders, gently bring it back to the word or phrase. When you notice that you are thinking of something other than the sound, just bring your attention back to the sound. It is perfectly normal for your mind to wander so don’t be upset when this hap-pens. After you have spent some time repeating this sound or phrase out loud, begin repeating it silently. The effect of repeating the sound silently is even more powerful than saying it out loud. Also, you can practice this type of silent meditation anywhere.

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Types of Meditation: Creative Visualization

Creative visualization is the process of using your imagination to create what you want in your life. We all use our imagination every day but usually in an unconscious way. Because of our beliefs about our-selves, we may automatically and unconsciously expect and imagine all kinds of bad things for our-selves. Creative visualization is about learning to use our natural creative imagination in a more con-scious way, as a way to help create what we truly want—love, fulfillment, health, rewarding work, good relationships, or inner peace. Decide on something you would really like for yourself—a goal. You may choose something on the physical, emotional, mental, or spiritual level. You may want to picture yourself feeling healthy, eating healthy foods and having a regular exercise program. You may want to see yourself feeling relaxed, rest-ed and calm. You may want to see yourself solving a problem that you have been struggling with or having a satisfying relationship. Pick a goal that you think you can picture for yourself (even if it is a stretch for you) and try this exercise. It may be helpful to try this exercise with a friend and read the instructions to each other slowly as you go through the relaxation part of the exercise and then the visualization part. Listening to a relaxation tape or CD, such as the one provided, is another very useful way to learn about doing visualization.

Creative Visualization Exercise 1. Find a quiet place to try this exercise somewhere you will not be disturbed. Get into a comfortable

sitting position. Allow yourself to relax in your chair, with your hands resting comfortably in your lap.

2. Let both of your feet be flat on the floor. Close your eyes. Take in a deep breath … then exhale … continue to take slow … deep …easy breaths.

3. Think of each breath as cleansing you … clean fresh air coming in like a cool drink. Each time you exhale … let your tensions flow with the current of air out of your body. Think only about your breathing.... and let anything else on your mind flow out with your breath. Feel yourself relaxing … as each breath removes the tensions and worries of your day…

4. Feel the weight of your hands in your lap … then imagine them floating as if on clouds. There is no tension in your arms … as they are floating lightly with your hands. Your shoulders settle down as your muscles relax … and your head may drop slightly down and forward … with each breath, you become even more relaxed and at ease.

5. Notice your face, lift your eyebrows … hold them that way … then let them relax. Think of your eyes and nose … squeeze them tightly shut, crinkle up your nose … then, as you breathe out … let your eyes and nose relax…

6. Notice your stomach … tighten the muscles of your stomach as you breathe in … then relax your stomach as you breathe out…

7. Feel your legs, feel the weight of your legs and your feet on the floor … curl your toes … tense them and relax … feel your legs relax, your feet…

8. You may become aware of your heart beating smoothly and rhythmically. You can feel the blood pulsing through your body... to your legs and feet … to your arms and fingers … flowing to every cell...bringing the oxygen of your breath. Feel each breath flowing deeply into your body … bring-ing life to every part.

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Creative Visualization Exercise Continued

9. The blood also carries the nutrients from your last meal. What you have eaten has been ab-sorbed...and now this nourishment flows to rebuild and strengthen your body. Energy is deliv-ered to every cell and stored for ready use…

10. Imagine your body using that energy … moving with ease and grace. Think back to a time when you enjoyed some playful movement … carefree and fun. Remember the lightness, the feeling of freedom … and how good you felt.

11. Continue to ride these feelings … moving freely … and passing through time to another place … a favorite place where you feel safe, calm, and contented. It may be a garden or a meadow … a secluded seashore or under the brilliant night sky … wherever is your favorite place … it may be a real or imaginary place…

12. You can feel the peace and tranquility of this special place … You feel like you belong here. You are at peace with yourself and your world. And as you think of the beauty and specialness of your favorite place… you realize the miracle of its creation … and your own. There is peace with-in you now … as you tune in to yourself and your Creator… knowing the joy of this life-giving connection…

13. Picturing yourself in this special place, feeling calm and at peace…begin to imagine the thing you want, the goal you had decided on at the beginning of this exercise. If it is an object, imag-ine yourself with the object, holding it, using it, admiring it, showing it to friends. If it is a situa-tion or event, imagine yourself there and everything happening just as you want it to. You may imagine what people are saying or any details that make it more real for you. This should be an enjoyable experience, like a child daydreaming about what she wants for her birthday. Take as long as you need to imagine what you want…

14. Now, keeping the idea or image still in your mind, mentally make some very positive state-ments to yourself (or aloud) about it, such as: Here I am, spending a wonderful weekend in the mountains. What a beautiful vacation. Or I’m learning to love and accept myself as I am. Or Here I am making new friends and really enjoying their company.

15. Now, it’s time to start coming back to this room … to the present time and place … But you can bring the peace with you … and make it an ever-present part of your life. As you nurture yourself and others with wholesome food … as you enjoy the spirit of play … as you experience the ac-ceptance of one another … and the love of the Creator … the peace will remain with you.

16. If you lose the feeling of peace … you know you can return to it anytime … just the way you did here … for it is always present within you.

17. Say this statement to yourself about your visualization: This, or something better, now becomes true for me for the highest good of all.

18. This thought leaves room for something different and even better than you had pictured hap-pening for yourself. Feel your body … you are back in the room … begin to focus on sounds in the room, feeling your body sitting on your chair … when you are ready, open your eyes.

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Session 13: Overcoming Barriers And Finding Balance

In this session you will… Identify and discuss ways to overcome barriers in your life. Enjoy 20 minutes of physical activity together.

Materials needed… Flip Chart/white board, markers, paper, and colored pencils

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emo-

tionally, Spiritually). Ask if they received their letters written during Session 4. Go around and reflect on what

their letters revealed, check in on the progress/challenges of reaching their SMART goals. Go around and share one budgeting activity you did in the last two weeks.

Discussion Activity—Balance

1. On the flip chart or board brainstorm: What does a balanced life look like? (fulfillment, joy, high-energy, positive state of mind, calm, healthy relationships, fit and strong body, ideal weight, robust health, confidence, etc.) Why is having a balanced life important? What activities help create balance? What is one of the biggest barriers in your life that keeps you from finding balance?

2. Read the directions and complete the Wheel of Life worksheet (pg. 94, Journal pg. 73). 3. Ask for a volunteer to share their Wheel of Life. What stands out? What do you want

more of in your life?

Discussion Activity—Barriers Busters

1. What gets in your way of the balance you want? Make a list of positive “barrier busters” on the flip chart or board.

2. What helps you when things get difficult? Think about the things that you do that reju-venate you. Be as specific as possible. (taking a break with a co-worker during a hectic workday, going to church, or taking a walk alone, etc.)

3. Review Keeping Balance in Your Life (pg. 95, Journal pg. 75) and discuss how this Circle can support each other in doing things to create more balance in our lives.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing and Next Steps

Share your favorite thing about being in a HOPE Circle. Discuss the possibility of continu-ing your Circle for another six months.

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Wheel of Life

Money

Romance/ Significant Other

Family/ Friends

Physical Environment

Fun/Recreation

Career

Health Personal Development

Directions: The eight sections of the Wheel of Life represent balance. Seeing the center of the wheel as 0 and the outer edge as 10, rank your level of satisfaction with each life area by ranking 1-10 (with 10 being completely satisfied) and col-oring each section with a colored pencil. Using a different color for each section is helpful. The new perimeter of the circle represents your level of balance in the Wheel of Life. How bumpy is your ride?

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Keeping Balance in Your Life

Life management is more than just time management. It is setting and achieving goals for personal growth and relationships as well as career, educational and financial goals. It is determining how you want to balance the many areas of your life. How you deal with daily tasks can have a great effect, not only on how you feel, but ultimately on achieving your life goals. Here are some personal organiza-tion tips that can help put you on your path to success: CAREER A personal planner is a must for today’s career woman. Keep it with you at all times. Use it every

day, and in 21 days it will be a good habit! Keep a running list of thoughts, ideas, things to be done, projects, errands, etc. Begin each day by making a note of the 5-10 things that MUST be accomplished that day. If you

don’t have time to sit down and do this, be creative and utilize commuting time. A hand-held voice activated recorder can hold your thoughts until you can write them down.

HOME & CAR Keeping key personal and home information with you can help handle domestic crises and re-

duce your stress level greatly. Include service and repair numbers, info and numbers for children and family, and any medical info necessary.

Keeping car service info and emergency numbers with you can save you time and money. Keep emergency items for all weather conditions in your car. Include water, snacks, a first aid kit

and an emergency road kit that includes a can of tire inflator. Using a pre-printed grocery list can be a real time and money saver. Most hand written grocery

lists are basically re-writes each week anyway. Pre-printed sheets can help with quick meal plan-ning, and can help with too many trips to the store.

Keep one central basket or spot for “To Be Read” items. Once a week, take 1/2 hour with a cup of tea and be ruthless. Scan, file, or recycle!

FAMILY & FRIENDS Keep a record of what family and friends like, and what gifts they have received in the past to

avoid duplication. Gift buying time can be cut down by making use of the many mail order catalogs available or us-

ing on-line shopping avenues to purchase special gifts. Try buying gifts in advance of an occasion and be sure to watch for sales.

PERSONAL Give your personal goals top priority and make a commitment to yourself. Do something special

for yourself at least once a week. Small irritations can build into major stressors. Do what is necessary to eliminate them or change

them right away. In the end, there is no one or best way to organize or to achieve balance in your life. Your person-

ality and values determine your style. Have faith in your ability to get and keep your life in bal-ance.

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Congratulations on the decision to continue your HOPE Circle! We hope this means that

you and the members of your Circle have had a positive and rewarding experience in the first

part of Seeds of HOPE.

The second half of this manual contains curriculum for another six months worth of HOPE

Circles. The content was developed specifically for HOPE Circles and some of it has been

used in other HOPE Project studies. We hope you will find that many of the topics

complement things you talked about in the first half of the curriculum.

Logistics:

This portion of Seeds of HOPE is not an official part of the research study. While we recom-

mend continuing with the second part of the manual in order and following all the lessons, it

is up to you to decide how you want to continue. Please note that the journal provided to all

Circle members only covered the first part so you will no longer see journal pages in this part

of the manual. You can also choose to bring new people into your Circle at this time, or

change your meeting time. It is all up to you and your Circle members to find what is best for

you!

Seeds of HOPE: Second 6-Month Curriculum

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Session 14: Weight...There’s More! In this session you will…

Discuss your Food and Mood Logs and brainstorm strategies to eat for life Discuss body image and food culture in your community. Review Barriers and Enablers to Achieving a Healthy Weight, Is a Weight Loss Buddy Right

For You?, and Bringing Healthy Weight to the Community. Enjoy 20 minutes of physical activity together.

Materials needed… Completed Food and Mood Log from Session 8 (pg. 67) Handouts: Is a Weight Loss Buddy Right For You? (pg. 99)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotionally, Spirit-

ually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and share one thing you did in last 2 weeks to reduce stress.

Discussion Activity

1. Have women take out their Food and Mood Log. Go around and discuss what it was like to rec-ord what you were eating. Ask: Was it challenging? Fun? Positive? Negative? Easy? Difficult? What did you learn from this activity? What did you learn about making changes after review-ing your logs?

2. The Food and Mood Log discussion can lead into a discussion about culture and body image. Ask: When do you eat the most? What have you learned about your relationship to food? How do others influence what you eat? What is your favorite body part and why? Discuss body im-age, food culture in your community/family, food availability: Are fresh fruits and vegetables readily available?

3. Begin a discussion about things that make it difficult to have a healthy weight. Have women identify the things in their lives that are either keeping them from losing weight or helping them to lose weight. How can we increase the things that help and decrease the things that make it difficult? Use What Helps and What Hinders as a guide (pg. 98).

4. Review Ways to Measure Success and Is a Weight Loss Buddy Right For You? (pg. 99)

5. What can YOU do in your community to improve the health of those around you? What are some ways you can positively affect our communities? (create a weight loss challenge with church members, encourage water instead of sweet tea at community events, increase healthy options in schools, start a community walking club) Have Circle members brainstorm ways to bring weight loss and healthy eating to their communities.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around the Circle and have each woman share one thing they will do to help their friends, family, or community get healthy. Homework: Bring a favorite recipe to share and food label to our next Circle meeting.

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What Helps and What Hinders

What helps and what hinders your efforts to have a healthy weight?

Ways to Measure Success Though using a scale is a useful tool to measure weight loss, it is also important to think beyond

the numbers on the scale when making your goals. If you are improving your HEALTH by eating

better and getting exercise, this may not be reflected in the scale right away. Think about your

overall health objectives and how can you achieve these. If you are making changes in this area,

you are being successful!

Pay attention to your energy level. Do certain foods or activities make you feel energized? Then

increase these in your life!

One way to measure success is to note how you are feeling. If certain foods or activities drag you

down, then try to limit your exposure to these things.

How do your clothes fit? This can be a great way to assess progress with weight loss, where a scale

can sometimes be misleading.

Look at your % weight loss. Sometimes just a 5-10% weight loss can significantly improve your

health.

Helpers Hinderers

Support from friends and family

Other people you know who are losing

weight

A buddy to check in with

Not giving up if you gain some weight in

the middle of your attempt to lose

Lack of access to healthy food

High monetary cost associated with healthy

behaviors

Time constraints

Temptation and lack of discipline

Not getting enough sleep

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Is a Weight Loss Buddy Right For You?

Research shows that friends who lose weight together find it easier to stick to their plans. One study found that people who recruited three friends or family members to assist them in their efforts to lose weight had better results losing and keeping weight off than those who had no buddy system to fall back on. Being accountable to a buddy who's both supportive and tough can help you avoid bouts of mindless eating and resist temptation such as pastries in the office or a friend’s birthday cake. Of course, you have to use your buddy. Arrange a hotline system where you agree to phone or e-mail each other when you're about to fall off the wagon. Sharing an eating log with your buddy will also help to keep you on track.

7 Tips For Choosing a Fitness/Weight Loss Buddy

1. You have similar behavior goals. Your buddy system will work best if your goal — to exercise four times a week and eat on plan, for example — matches your potential partner's goals.

2. You have a similar commitment to eating right and exercising. If you are very serious about losing weight and your partner is “wishy-washy”, the partnership won't work.

3. Your schedules mesh. You can't walk together easily if your partner works days and you work nights.

4. You agree to reinforce positive behavior and offer each other lots of praise. If a new behavior is not reinforced, it won't stick. Remember, behavior changes can take 3 weeks to set in!

5. Jealousy won't be an issue. Good buddies are supportive even during weeks when one loses weight and the other gains.

6. You exercise at similar intensities. An effective partner not only shares your activity, but also does it at the same inten-sity as you. If you walk fast and your buddy dawdles, someone will have to change speeds.

7. You see each other in person. Pairing up with a buddy online or over the phone can be helpful, but face-to-face partnerships are more successful.

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Session 15: Sneaky Sodium And Other Food Villains

In this session you will… Learn more about sodium & how to use less of it. Learn about added sugars & how they can be limited. Enjoy 20 minutes of physical activity together.

Materials needed… Food labels women brought from home (Be sure to have extra available) and

copies of a few favorite recipes Handout: Sneaky Sodium (pgs. 102-103)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and share one thing you did differently in the last 2 weeks to attain or

maintain a healthy weight.

Discussion

1. Ask Circle members to think about common health issues such as heart disease, high blood pressure, diabetes, stroke, obesity, cancer, etc. Do you or a family mem-ber suffer from any of these health issues? A lot of these diseases can be avoided or managed better with simple changes in the way we eat. Limiting sodium and sugar are two key ways.

2. Review Sneaky Sodium (pgs. 102-103) Ask: How much sodium should you eat in a day? Where would you find information about the amount of sodium in the foods you eat? As a group, have women look at the food labels they brought in. Locate sodium on the label. Is it high, low, or in between? Remind participants about sodi-um on the food label (20% of the Daily Value was high, 5% DV was low).

3. Ask: If you are eating too much, how can you reduce your sodium intake? Review Reduce Your Sodium (pg. 103).

4. Continue the discussion with Added Sugar and Bad Fats (pgs. 104-105).

5. Share copies of your recipes. Go around the Circle and share your favorite meal. Is there a way to make it healthier? Could you reduce sodium, sugars, or fats in it?

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around: Share one thing you’re going to do during the next two weeks to reduce your sodium, sugar, or eat better fats (in moderation). Homework: Ask ladies to bring their dream boards to the next Circle meeting.

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Sneaky Sodium

Too much sodium (salt) can lead to high blood pressure (hypertension) down the road.

Limiting the amount of sodium in your diet can keep your blood pressure under con-

trol, and keep your heart healthy.

So…where does the sodium in your diet come from?

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Sneaky Sodium Continued

Most Americans consume more than 2 times the amount of sodium they need! You should aim for about 2400mg of sodium per day to lower your risk of high blood pressure and heart disease. Let’s check a food label to see how much sodium a food has.

Sodium is something we should eat less of, so we want it

to be low when looking at the label.

Is sodium (salt) high or low in the example on this Page?

How about in the sample food label you’re holding?

How much is in 1 serving of the sample label?

How many servings would you eat?

(If more than 1 serving, don’t forget the amount of

sodium you eat will increase.)

Look for low, very low, or sodium-free foods.

Sodium-free – less than 5 milligrams of sodium per serving

Very low-sodium – 35 milligrams or less per serving

Low-sodium – 140 milligrams or less per serving

Reduced sodium – usual sodium level is reduced by 25%

Unsalted, no salt added or without added salt – made

without the salt that's normally used, but still contains the

sodium that's a natural part of the food itself

Choose low- or no-salt added canned veggies or choose fresh veggies. Drain and rinse canned beans before cooking (reduces sodium by 40%). Use low- or no-salt added seasonings. Cook rice or pasta without adding salt. Add your own flavor with herbs & spices instead of salt. Lemon or lime juice or vinegar can replace salt. Sparingly use condiments like mustard, BBQ sauce, soy sauce and others. Choose convenience foods less often (like frozen meals). Eat less processed foods (i.e. bologna, sausage, instant mashed potatoes, etc.)*. Eat less of foods containing the words: pickled, cured, smoked, soy sauce. Use the salt shaker less.

*Processed food includes any food other than fresh, raw food (e.g., canned foods, frozen foods, high-fat fried foods, sausages, pastries/baked goods, etc.); processed foods usually have a lot of added sodium.

Reduce Your Sodium Here are some ways to reduce your sodium!

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Ingredients: Grade A nonfat milk, whey protein concentrate, pectin,

Ingredients: reduced fat milk, ap-ples, high fructose corn syrup,

The list of ingredients is usually put at the bottom of the food

label.

Sugar is naturally found in foods which are healthy like fruits and milk products. Added sugar

gives flavor or texture to food, but usually has little fiber or necessary nutrients. Added sugars

add calories, which can lead to weight gain over time. Because of this, we should limit the

amount of added sugars we eat.

Foods that contain added sugar are: drinks including soda, energy, and sports drinks; juice that

is not 100% juice; cookies, candies, cakes, pastries, some cereals and some canned fruits.

What to watch for...other names for added sugars: sugar, honey, maltose, high fructose corn syr-

up, fructose, dextrose, corn sugar, and juice concentrate.

Villain 1: Added Sugar

Let’s look at an example:

Plain Yogurt (has natural sugars) Fruited Yogurt

Buy canned fruits in their own juice or water, not syrup or rinse fruit to remove some sugar

Switch to 100% juice Replace some sugary drinks Cereal: make sure that sugar isn’t one of

the first two ingredients Add fresh or frozen fruit to plain yogurt

Water or sparkling water - 0 calories 1% or fat-free milk (8fl. oz.) - 80-100 calo-

ries Unsweetened iced tea (8fl. oz. ) - 2 calories 100% fruit juice without added sugar (8fl.

oz.) - 110 calories Try 100% fruit juice with club soda

Try these tips to decrease sugar in your diet: Try these sweet drink alternatives:

Editor’s note: At press time, the FDA was proposing changes to nutrition labels. Be sure to consult the most recent version.

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Villain 2: Bad Fats

Fat gets a bad rap, but we certainly do need it…just in the right amounts! Let’s break it down.

Benefits of Fat: helps us absorb some vitamins, is needed for our cells to form and function,

and needed for some hormones.

Harms of Too Much Fat: adds lots of calories, leads to weight gain, increases cholesterol, and increases total fat in blood to a dangerous level, can increase your risk of getting heart disease

Remember to use the label! On the label, these are the items we want to limit. Notice that fat falls into that category.

Total Fat- less than 30%/day Saturated Fat- less than 7%/day Trans Fat- as little as possible Cholesterol- less than 200mg/day (Aim for these amount or less)

Good Fats

Bad Fats

Unsaturated: Nuts Seeds Oily fish (salmon, tuna) Olive or canola oil Lean meats (trim fat)

Saturated: Any animal product (butter) Fatty cuts of meat (bacon, sausage) Whole Milk

Trans: Found in baked goods Fried foods

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Session 16: Goals—Revisit, Revise, Reward

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emo-

tionally, Spiritually). Go around and share one thing you tried in the last two weeks to reduce sodium, sugar, or

bad fats.

Discussion Activity - Déjà vu!

Revisit your Dream board and your SMART Goals. Have you reached any of the dreams on your board? Have your goals helped you reach your dream? Do you need to revise any of your goals?

Ask the ladies to discuss the barriers they have faced in reaching their goals and the positive solutions they found to overcome the barriers.

Looking ahead

Read the Retirement Party Activity (pg. 108) and ask the ladies to complete the activity Looking at your Dream Board are there dreams or goals you would like to add? Invite the women to revise or add to their dream boards and revise their SMART goals.

Share the wealth

Ask the ladies to discuss how the affirmation cards have helped them stay motivated and focused.

Have women discuss the importance of encouragement and motivation from others, including your HOPE Circle.

Hand out paper and a pen or marker to each woman. Have them write their name and the date in the middle of the paper. Pass the paper around your Circle and have each member write something inspirational or motivational about the person named on the paper. Be sure to include the positive changes you have already seen in them and an encouraging word for the future journey! Do not sign your message. When you have written an encouragement to each person return the paper to the named person and share one thing written about you with the group.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around the Circle and share one positive statement about yourself and your pursuit of your goals. Circle Leader can go first to model this.

In this session you will… Share your success. Look towards and plan for the future. Enjoy 20 minutes of physical activity together.

Materials needed… Index cards, paper, pen, markers, magazines, scissors, tape, and glue Dream boards from Session 3

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Retirement Party

Imagine it is your retirement dinner. It is an unusual retirement dinner at which your

family, friends, and colleagues stand up and describe the type of person that you are.

How would you like to be remembered? What do you want your children and friends

to say about you? How would you like to be described by your colleagues? By creating

a vision of what you would like to be in the future, in different areas of your life, you

often reflect the personal values that are most important to you in each of these differ-

ent areas.

Write down on a sheet of paper what you would like each person to say about the dif-

ferent areas of your life (be sure to address your health and finances). At the same

time, think about what is important to you and the type of person that you would like

to be.

After you’ve finished, review your list and underline the things that were “said” that

you have already completed. Circle items that you’d like to keep working on. A goal

doesn’t always refer to something new; it can also be something you want to continue

or stop.

Salli

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In this session you will… Learn why it is important to save. Identify ways to manage your money better and set goals for saving. Discuss the difference between good and bad debt. Enjoy 20 minutes of physical activity together.

Materials needed… Handout: Pay Yourself First Action Plan (pg. 111)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotion-

ally, Spiritually). Pass around sign-in sheet. Go around and reflect on progress/challenges on reaching their SMART goals.

Discussion Activity - How Savings Can Help

1. Lead a discussion on the importance of having a savings account and building wealth (i.e. if you save $70 a month, you will have $840 in your retirement, emergency fund, etc. at the end of the year).

2. Review the Different Types of Savings Accounts (pg. 110) Discuss the options of saving and the benefits of banking.

Discuss strategies for saving. Have the participants use what they have learned to fill out the Pay Yourself First Action Plan worksheet. (pg. 111)

3. Define wealth as when “the value of the things you own is greater than the amount of money you owe”.

Discuss examples of assets that create wealth (e.g., house, retirement plan, sav-ings account), and don’t create wealth (e.g., car, stereo, clothes).

Discuss debt and use Not All Debt Is Bad Debt as a guide. (pg. 112)

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Have the women write down money saving strategies for themselves. Have the women go around the Circle and share one piece of advice they would give to

their children about the importance of saving and how to save.

Session 17: Pay Yourself First—Save and Create Assets

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Benefit of Banking

When you put money in a bank, the bank will pay you in return for borrowing your money. Interest is the fee paid on borrowed money. Visit your local bank to learn the details of your banking options. Here we will show you the benefits of banking. What is interest? Interest is an amount of money banks or other financial institutions pay you for keeping money on deposit with them. Interest is set as a percentage of the amount you put into the savings account. Example: Let’s imagine you have just received $1000 and want to save this money for a year. Option A: You decide to save this money by putting it in your closet. At the end of the year you will have $1000. Option B: You decide to put the $1000 in a savings account in the bank. The bank has a 5% annual interest. At the end of the year you will have $1000 + ($1000 x 0.05) = $1,050.00. Which option leaves you with the most money at the end of the year? The answer is Option B. Saving in the bank protects your money and allows it to grow over time. The more money you save, the more effect interest has. For example:

$1000 x 0.05 = $1,000 + 50 = $1,050 $1,050 x 0.05 = $1,050 + 52.50 = $1,102.50

Different Types of Savings Accounts Savings Account When you open a basic savings account, you can earn interest. You usually get a very low inter-est rate, which will grow your savings, but not much. The benefit of a basic savings account is flexibility – you can deposit and withdraw money whenever you want. You should also consider other ways to build wealth over a long period of time. There are other types of savings accounts that can earn more interest on your money. Money Market Account Money Market accounts are similar to savings accounts, but they usually have a higher interest rate. This rate can go up or down. Some money market accounts require a minimum invest-ment, but this can be as low as $100. You can get your money any time you want, without hav-ing to pay a penalty. Ask your bank or credit union if the federal government insures their Money Market accounts. You should also ask how many withdrawals you are allowed to make each month. Certificate of Deposit (CD) Account With CDs you deposit money for a set period of time. For example, you could deposit your money in a 6-month, 12-month, or 24-month CD. The interest rate is higher than a basic sav-ings account, and won’t change after you invest. You have less flexibility with a CD – if you take your money out early, you’ll have to pay some of it back as a penalty.

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Pay Yourself First Action Plan

How much do I want to accumulate or save over a certain period of time?

What will I do now to save towards my goals?

What will I do by the end of the month to save towards my goals?

What will I do by the end of the year to save towards my goals?

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Not All Debt is Bad Debt!

There are different reasons that people go into debt. Not all debt is bad – using credit wisely

and taking on the right kind of debt makes all the difference. Increasing your wealth ultimately

means building assets and paying off debt. But in order to buy many assets you may need to

borrow.

Bad Debt

Warning: Not all debt helps build a better future. Buying things that lose value after you buy

them (e.g., a car, stereo, etc.), with high interest payments can hurt your financial future.

Good Debt

Borrowing to buy a home or go back to school, for example, is usually a very productive kind of

debt. You will usually be able to sell your house for at least the value of the loan after you pay it

off, possibly more. Student loans are an investment in yourself to build your long term earning

power. You can also deduct or subtract the interest you pay on your home mortgage and stu-

dent loans on your tax returns.

Debt is also useful for those things you need, but can’t pay cash for. Even though cars lose their

value while you are paying off the car loan, most people need them to get to work. Major appli-

ances are also expenses that many people just need and can’t wait for their savings to build up

to buy them. For these items, make sure your loan doesn’t outlive the lifetime of what you are

buying. You don’t want to be making car payments after a car has stopped running.

This principle works for other items as well. Consider how long you will be using the item

when deciding whether to pay cash or credit. Can you save up for that stereo or those clothes

or do you want to pay for them over time? Paying over time can be more convenient, but you’ll

end up paying more.

“Whatever you can do or dream you can do, begin it.

Boldness has genius, power, and magic in it.”

~Goethe

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Session 18: Understanding Your Credit

In this session you will… Learn how to build your credit. Learn the difference between credit counseling and debt management. Learn tips for building and repairing your credit history. Enjoy 20 minutes of physical activity together.

Materials needed… Handouts: What is a Credit Report (pg. 114), 15 Signs of Debt Trouble (pg. 116),

and Tips for Building Your Credit History (pg. 117)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and share any money saving strategy you have tried in the last two weeks.

Discussion Activity: What is Credit? Is it important?

1. Ask: What does having credit mean to you? Is it good or bad to have credit? Would you say you have good or bad credit and why? Use 15 Signs of Debt Trouble (Page 116) to have a discussion on how to tell if you could be in too much debt.

2. Ask: Why is it important to stay out of debt and have a good credit history? Use the Tips for Building Your Credit History (pg. 117) to talk about ways to build one’s credit history.

4. Use What is a Credit Report (pgs. 114-115) to discuss the importance of a credit re-port, what it is used for, how to get one and how to read one.

What can you do when you are already in trouble?

1. Discuss with participants the different ways they can get help with debt. Go around the Circle and share how you have dealt with money struggles in the past.

2. Discuss identity theft using Different Types of Identity Theft as a guide. (pg. 118)

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around and share one thing you plan on doing to improve your credit history.

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What is a Credit Report?

What is a Credit Report? A credit report is a record of how you have paid your debts. It tells lenders:

Who you are. How much debt you have. Whether you have made payments on time. Whether there is negative information about you in public records.

What are some Credit Reporting Agencies? There are three major credit reporting agencies:

Equifax Experian TransUnion

These agencies receive information from a variety of creditors, usually monthly, about whether you are making loan payments on time. The agencies collect information about bankruptcy filings, court-ordered judgments, tax liens, and other public record information from courthouse records. What is included on a Credit Report? The reports from each of the credit agencies look different but contain the same basic information: 1. Identifying information, including:

Name Social Security number Current and previous addresses Telephone number Birth date Current and previous employers If married, spouse’s name

2. A report containing your credit history. That includes your account record with different creditors. It will show how much credit has been extended and how you have repaid it.

3. A report containing a list of inquiries from creditors and other authorized parties who

have requested and received your credit report. 4. A report containing information about you in public records such as collection accounts,

bankruptcies, foreclosures, tax liens, civil judgments, and late child support payments.

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What is a Credit Report Used For?

Information in your credit report may determine whether you will: • Get a loan or other form of credit. • Get a job. • Be able to rent an apartment and/or affect the amount of your security deposit. • Get insurance.

When and How Can You Get Your Credit Report? To order your free annual report from one or all of the credit reporting agencies, do not contact the three nationwide consumer reporting companies individually. You can obtain free annual credit re-ports by doing one of the following:

Submit a request online at www.annualcreditreport.com Call toll-free: 877-322-8228. Complete the Annual Credit Report Request Form** and mail it to: Annual Credit Report Request Service P. O. Box 105281 Atlanta, GA 30348-5281

**You can print a copy of the Annual Credit Report Request Form from www.annualcreditreport.com or www.ftc.gov/cred You need to provide your name, address, Social Security number, and date of birth. If you have moved in the last 2 years, you may have to provide your previous address. To maintain the security of your file, each credit reporting agency may ask you for some information that only you would know, like the amount of your monthly mortgage payment. (Each company may ask you for different infor-mation because the information each has in your file may come from different sources).

You may also be able to obtain a free credit report if: Your application for credit, insurance, or employment is denied based on information in your

credit report. You are unemployed and plan to look for a job within 60 days. You are receiving public assistance. Your report is inaccurate because of fraud, including identity theft. If you are not eligible for a free annual credit report, a credit reporting agency may charge you up to $10.00 for each copy. To buy a copy of your report, contact one of the following:

• Equifax: 800-685-1111 or www.equifax.com • Experian: 888-EXPERIAN (888-397-3742) or www.experian.com • TransUnion: 800-916-8800 or www.transunion.com

It is your responsibility to ensure that your credit report is accurate. Credit reporting agencies do not investigate the accuracy of reported information unless you ask them to. If you think there is an error on your credit report, contact the credit reporting agency and write a

letter disputing the error. Keep a copy of the letter for your records. The credit reporting agencies are required to conduct an investigation within 30 days of receiving

your letter.

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15 Signs of Debt Troubles

1. Your credit card balances are rising while your income is decreasing.

2. You are only paying the minimum amounts required on your accounts, or may-

be even less than the minimums.

3. You're juggling bills. For example, you apply for another credit card and use cash

advances from it to pay an existing card.

4. You have more credit cards than a successful gambler has poker chips.

5. You are at or dangerously near the limit on each of your credit cards.

6. You consistently charge more each month than you make in payments.

7. You are working overtime to keep up with your credit card payments.

8. You don't know how much you owe and really don't want to find out.

9. You have received phone calls or letters about delinquent bill payments.

10. You are using your credit card to buy necessities like food or gasoline.

11. Your credit cards are no longer used for the sake of convenience, but because

you don't have money.

12. You are dipping into savings or your IRA to pay your monthly bills.

13. You are hiding the true cost of your purchases from your spouse.

14. You're playing the card game by signing up for every credit card that sends you

an unsolicited offer.

15. You have just lost your job, or are fearful that you are about to, and are con-

cerned about how you will pay all your bills.

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Tips Building Your Credit History

Tip #1 Create a budget so you know exactly where all of your money is going. Keep daily

records of everything you spend for a month and decide where you can cut.

Tip #2 Start a savings account and commit to funding it regularly. One reason people run

into credit problems is that they don't have cash on hand for everyday purchases.

Tip #3 Consider transferring the balances from multiple credit cards to one new, low-

interest credit card.

Tip #4 If you own a home, consider taking out a home equity loan to pay off the balances

on your credit cards. The interest usually is tax-deductible. Consult your tax advisor re-

garding interest deductions.

Tip #5 Balance your checkbook regularly to prevent checks from bouncing. Too many

bounced checks can have a negative impact on your credit report. You can help prevent

overdrafts with U.S. Bank Overdraft Protection.

Tip #6 To avoid late fees from creditors, make it a point to pay your bills on time. U.S.

Bank Internet Bill Pay ensures your bills are paid on time, every month, automatically.

Making Credit Work for You—Using Credit Responsibly

Tip #1 Never charge more than you can afford. Think before charging. Only purchase

the item if it is something you can afford to pay back within a month or two.

Tip #2 Pay back entire balances at the end of the month. Carrying large balances from

month to month, even if payments are made on time, is bad for your credit.

Tip #3 Never use your credit cards to pay off other debts.

Tip #4 Keep track of all credit card purchases. Save every receipt. This allows you to see

how much money you’ve spent before you get the monthly statement.

Tip #5 Always pay before the due date. Otherwise you will have to pay late fees.

Tip #6 Don’t use credit cards for every single purchase. If you don’t pay off the entire

balance each month, you are paying interest on each purchase.

Tip #7 Before making a big purchase with a credit card, think about it carefully.

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Types of Identity Theft

1. Old-fashioned stealing. They steal wallets and purses; mail, including bank and credit card statements; and pre-approved credit offers.

2. New checks or tax information. They steal personnel records or bribe employees who have access to your personal information.

3. Database theft. Disgruntled employees may steal and even sell a complete customer list that includes personal information. They might lose or otherwise misplace their laptop computer that has this same data file stored on the hard drive. This data file could then be sold anonymously on the Internet.

4. Dumpster diving. They rummage through trash looking for bills or other papers with your personal information on them. Do you leave your trash cans at the end of your drive-way? Do you dump your trash into a dumpster where others do the same?

5. Skimming. They steal credit/debit card numbers by using a special storage device when processing your card. Very often this device is installed on the front of an ATM machine and designed to look like that machine – you’ll never know the difference.

6. Phishing. They pretend to be financial institutions or companies and send spam or pop-up email messages to get you to reveal your personal information. Legitimate correspondence from financial institutions will never ask you for your SSN or online password.

7. Changing your address. They divert your billing statements to another address by complet-ing a change of address form – without your knowledge. Have you ever completed a change of address form? How easy was it? That’s how easy it is for thieves.

8. Pretexting. They use false pretenses to obtain your personal information from financial institutions, telephone companies, and other sources. In other words, thieves call a com-pany, pretending to be you, in order to fraudulently gain your personal information.

9. Insiders. Dishonest employees with access to computer terminals connected to one of the credit reporting agencies or a credit report vendor. They might look for names similar to theirs, or just someone with good credit. They might even sell copies of your credit report.

"The future belongs to those that give the next generation reason to hope" - Pierre Teilhard de Chardin

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Session 19: Doing Your Own Thing—Small Business Development

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals.

Activity— Thinking ahead!

1. Ask: If you could start any small business it would be? Discuss how to create a business by using the Checklist for Starting a Small Business (pg. 120). Briefly talk about what each point means.

2. Review Assess Yourself as a Potential Business Owner (pg. 121). Owning a business is a serious commitment. It is necessary that you acknowledge your personal strengths and weakness in order to assess if being a business owner is a good decision for you.

3. Talk about some of the most important parts of creating your own business - the business plan! Why is it so important? Who looks at your business plan? Use pgs. 122-124 as a guide.

4.Look over Self Analysis (pgs. 125-126). Go around the room and share one strength each woman would have if they were to open their own business.

5. Use local and online resources available for those who are interested in starting their own business (pgs. 127-128). It is important to seek help from local organiza-tions.

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around and share one thing you are looking forward to in the next two weeks.

In this session you will… Discuss what you would do if you wanted to start a small business. Talk about the components of a business plan. Enjoy 20 minutes of physical activity together.

Materials needed… Resource list Handout: Self-Analysis (pgs. 125-126)

Editor’s note: Like the resume session, this session may not be a good fit for your Circle. If your Circle members

have every thought of starting a business this is a great starting point.

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Step 1: Create a business plan. For any business, the first step is to turn your basic idea into a written, viable plan of action. Your busi-ness plan must convince you that the business will work “on paper” and then serve as a road map and model for your business success. A well thought-out business plan is necessary for obtaining loans and other aid. Step 2: Decide on your business structure and register your business name. One of the earliest decisions a company makes is determining an appropriate business struc-ture. Whatever entity is chosen - corporation, limited liability company, a partnership or something else - careful consideration must be given to the management, structural and tax implications of your decision. To register a business name for a sole proprietorship or general partnership. Contact the County

Register of Deeds Office where you intend to do business. To file a Corporation, LLC, LLP, or Limited Partnership, contact the North Carolina Secretary of

State Office, Corporations Division or call (919) 807-2225. Step 3: Get license information and business referrals. The State of North Carolina does not issue a single business license, one that will ensure compliance with the numerous state licenses, permits and regulatory requirements. Additionally, your business may be subject to local and/or federal requirements. Simply knowing which agencies to contact for all these permits can be a very confusing task for the new entrepreneurs. Call the Business ServiCenter at (800) 228-8443 or (919) 807-4280. Step 4: Obtain the necessary tax information. Taxation for small businesses may be simple or complex, depending on the size and business struc-ture. Keep in mind that tax liability for each business will be different and that you should consult your attorney and accountant regarding comprehensive tax planning to fit your unique business situa-tion. Visit the Business ServiCenter Taxes Section on the website to identify tax requirements with the city, county, state and federal agencies. Step 5: Identify sources of financing. Refer to the Business ServiCenter Sources of Capital Section on the NC Commerce website for an overview of financial resources and special loan programs available for small business owners and entre-preneurs in North Carolina. Step 6: Learn about employer reporting requirements and responsibilities. Visit the Business ServiCenter Employer Issues Section on the website for instructions on how to regis-ter as an employer, apply for tax ID numbers and unemployment insurance, obtain worker’s compensa-tion insurance and adhere to employee eligibility regulations. Some optional considerations and resources that may apply: For Federal Identification Numbers (EINs) contact the IRS at (800) 829-4933. For State Sales Tax and State Withholding Tax Numbers contact the North Carolina Department

of Revenue or call (877) 252-3052. Consult with an accountant for bookkeeping, tax and related needs. Obtain insurance and review contracts with legal counsel. Review applicable regulations (OSHA, EPA, Labor, etc.). Register your trademarks or patents. Develop a policy and employee handbook. Join trade associations and chamber of commerce organizations.

Checklist For Creating A Small Business

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Personal characteristics:

Are you a leader?

Are you confident?

Do you like to make your own decisions?

Do you handle responsibility well?

Do you thoroughly plan projects from start to finish?

Are you self-disciplined and independent?

Are you flexible?

Do you read business publications?

Do you possess computer skills?

Are you aware of your current credit rating?

Are you or your spouse willing to dip into your savings if necessary to help support the business?

Will your spouse’s income be sufficient to support your family without income from your busi-

ness?

Demands of owning your own business:

Do you realize that running a business may require long hours and reduced personal income?

Do you have the emotional strength and good health to handle the work load and daily schedule

that owning your own business will require?

If required, are you prepared to temporarily lower your standard of living until your business is

firmly established?

Is your family prepared to support you (time and money required to start a business)?

Business experience and management skills:

What basic skills do you think you will need to succeed in business?

Do you possess those skills?

If you discover you do not have the basic skills needed for your business, are you willing to delay

your plans until you have acquired the necessary skills?

Have you ever worked in a managerial or supervisory position?

Have you hired and fired people before?

Have you ever worked in a business similar to the one you are considering?

Have you had any business training in school?

Do you understand business financing and cash flow management?

Are you aware of the record keeping requirements expected in managing a small business?

Do you understand the fundamentals of marketing and market development?

Assess Yourself As A Potential Business Owner

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A business plan template is a wonderful tool that you can use online, and it converts to a word

document! It breaks the whole task into small steps. Check out the U.S. Small Business Admin-

istration website: www.sbagov/smallbusinessplanner/index.html

Business Start Up Planning

http://www.sbtdc.org/pdf/startup.pdf

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Business Plan Outline

DESCRIPTION OF BUSINESS Is it manufacturing, service, merchandising, retail? Status of business: (start-up, expansion, purchase of existing business). Business form: (sole proprietorship, partnership, corporation). Why is business profitable or why will it be profitable? When did business start or when will it start? Operating hours of business. THE MARKET What type of business are you in? What are the products or services of your business? What geographic area will the business serve? Who are your customers or potential customers

and where are they coming from? What are you going to charge for your products or services? Is your price competitive? Why will

customers pay this price? Who are your competitors (list three to five major competitors)? Where are they located relative

to your business? What do they sell and who do they attract? REMEMBER, EVERY BUSINESS HAS COMPETITORS!

What advantages do your competitors have on you and what advantages do you have on them? Why should potential customers patronize your business as opposed to theirs? What makes your products or business better?

How will your business capture a share of the market? What type of advertising will you do? How are you going to promote your business (e.g., price, service, quality, etc.)?

How much business can you realistically expect to do? LOCATION OF BUSINESS Where will the business be located? (street address). Describe the physical features of the facility. For example, “one story, brick building with 3,000

square feet of space”. Explain how the space is utilized. Own, rent or lease (if lease supply copy of lease). Describe terms of rent or lease agreement. What renovations, if any, are needed at the facility? Are there any local regulations such as zoning that may affect the operation of your business? What other types of businesses are in this area? Why is this a good location? What is the growth potential of the facility and area? MANAGEMENT Personal history of principles. Education, related work experience (Why do you think you are capable of operating this busi-

ness)? Duties and responsibilities (Who does what, who reports to whom)? What are your challenges and how do you plan to correct them? Why are you going to be successful?

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RESOURCES

List anyone who is assisting you in starting or operating your business. Who is your account-

ant, lawyer, insurance agent, bank, business and professional organizations, etc.?

PERSONNEL

Will you need any full or part-time employees? If so, how many? If not, explain why you will

have none.

What will future employees need?

What skills are required? Will skilled people be available? Will you have to train people?

What will they be paid? How much per hour or year? Will you be offering any fringe bene-

fits (e.g., vacation or sick leave, health insurance, etc.)?

OPERATIONAL PLAN

What are the requirements for your physical location?

Evaluate your existing and new inventory, machinery, fixtures and equipment. Are they

adequate?

Do you have or need a floor plan? What will be the cost to implement this plan?

Are there any specific requirements in regard to employees and/or professional assistance

(e.g., equipment or services needed for employees with disabilities)?

APPLICATION AND EXPECTED EFFECTS OF LOAN

How will proceeds of the loan be spent? (be specific)

What specific assets are being purchased? Examples: Real estate purchase (attach legal de-

scription, appraisal, sales agreement, etc.), renovations (attach quotes from contractors), equip-

ment (attach DETAILED itemized list including brand name, serial number, model number,

price, suppliers name, etc.), working capital (what is it to be spent on?), and inventory.

Business Plan Outline Continued

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This self-test is simply an overview of the personal characteristics and basic skills needed in small business ownership. Consider each area and decide if a partner or other solution may strengthen weak area. Overcoming problems may require more work on your part. SELF-ANALYSIS Identify the five most important interests, skills, or previous work experience that you enjoyed. ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________ Write below any opportunities that may be associated with these characteristics, skills, or previous work experience. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________ Summarize your strengths and challenges as they relate to the business skills necessary to start and grow a successful business. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________ Also ask someone who knows you well to identify your strengths and challenges. Compare your answers with theirs. My strengths are: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My strengths identified by someone who knows me well are: ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ My challenges are: ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________

Self—Analysis

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Self—Analysis Continued

My challenges identified by someone who knows me well are: ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ Identify ways you can overcome these challenges: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What kind of commitment are you willing to make to get your business off the ground? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Time commitment: __________________________________________________________________________ Resources commitment: ______________________________________________________________________________________________________________________________________________________ Are you prepared to lose your investment and other savings? ____ Yes ____ No What are your expectations for the business... ...within one year? ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ...after three years? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“Life Is like riding a bicycle, to keep your balance you must keep moving.” ~Einstein

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Be sure to take advantage of your Circle Leader’s Community Resource Guide which provides infor-mation about local services such as agriculture, child services, education, financial services, medical ser-vices, library services, workforce development, banking, etc. Business Link North Carolina (BLNC) at www.blnc.gov. BLNC is a network of statewide, state-

funded business resource providers offering services to North Carolina businesses, from Fortune 500 companies to start-ups. Call BLNC at 1-800-228-8443, Monday-Friday, 8 a.m. to 5 p.m., to talk with a business consultant.

N.C. Department of Commerce at www.nccommerce.com. The Commerce Department is the state's lead economic development agency. The department's Business Service Center provides busi-ness consulting and referral services for businesses and industries of all sizes. The toll-free number is 1-800-228-8443. The website includes special sections on Starting Your Business, Supporting Your Business and Locating Your Business; International Business Services, including trade and foreign direct investment; Workforce Services and Tourism Services, supporting the travel & tour-ism industry, as well as film, sports development and the wine and grape industry. The section on Incentives provides information about discretionary, performance-based grants; tax credits; and oth-er cost-saving programs. Commerce also provides a Small Business Ombudsman who assists indi-vidual business owners with issues related to state agencies.

N.C. Community College System. North Carolina's extensive community college system is the sec-ond-largest in the country. Fifty-eight campuses across the state offer a wide range of business ser-vices and courses. Of particular interest is the Small Business Center Network, which supports de-velopment of new businesses and growth of existing businesses, and the system's Business Support Services and Customized Training Program.

Small Business & Technology Development Center (SBTDC) is a statewide university system pro-gram to help business owners make their small and mid-sized businesses better. Since 1984, the SBTDC has served more than 100,000 North Carolina business owners and management teams. Most of their professional staff have been business owners or held executive positions, thus combin-ing real-life business experience with industry expertise, education, and advanced training. They maintain 16 offices across the state, each supported by one of the State’s universities.

Employment Security Commission of North Carolina (ESC NC). The ESC provides valuable ser-vices both for employers and for job seekers. Business Services include assistance with employee recruitment, unemployment insurance issues and Trade Adjustment Assistance, quarterly tax and wage reports and labor market statistics.

N.C. Department of Agriculture & Consumer Services. The N.C. Department of Agriculture has extensive regulatory and business development responsibilities related to crops and livestock, as well as state, national and international marketing of North Carolina products. The department's website includes sections devoted to Farmer Services, Business Services, Marketing, and Grower Programs.

N.C. Department of Revenue. The Revenue Department administers the state's tax laws and col-lects the taxes, providing services through Raleigh and community offices throughout the state. The department's website section on Information for Business addresses taxes, tax laws and information of interest to employers. The website also has sections on Electronic Services.

Small Business Development Resources

Editor’s Note: If you are not in North Carolina, be sure to find local resources in your area.

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N.C. Department of the Secretary of State. For tax questions, this agency can help. The depart-

ment's Corporations Division is responsible for the examination, custody and maintenance of the legal documents filed by more than 400,000 corporations, limited partnerships and limited liabil-ity companies. The department's Trademarks Section registers and renews trademarks and service marks in North Carolina.

N.C. Community Development Initiative. The North Carolina Community Development Initiative is dedicated to increasing assets and creating wealth for communities and individuals in low-resource communities. Programs include Initiative Capital (loans), Grants, and Technical As-sistance.

N.C. Biotechnology Center supports biotechnology research, business, and education statewide. Business services include Workforce Development programs, Business & Technology Develop-ment and Business Loans. The Center, headquartered in Research Triangle Park, was the world's first government-sponsored organization dedicated to developing the biotechnology industry.

N.C. Institute of Minority Economic Development. The N.C. Institute of Minority Economic Development is a statewide nonprofit organization representing the interests of underdeveloped and underutilized sectors of the state's economic base. The Institute seeks to create wealth and build the asset base among low-wealth sectors of the population. Programs include the Minority Business Enterprise Center, finance management and access to capital; strategic business consult-ing; and procurement opportunities; and the Women's Business Center of North Carolina, which provides tools and services to help women entrepreneurs succeed.

N.C. Rural Economic Development Center. The Rural Economic Development Center develops, promotes, and implements sound economic strategies to improve the quality of life of rural North Carolinians. The center serves the state's 85 rural counties, with a special focus on individuals with low to moderate incomes and communities with limited resources. Programs address areas such as entrepreneurship and business loans. The center also has an Institute for Rural Entrepreneurship.

N.C. State University's Industrial Extension Service (IES). Whether in the office or on the facto-ry floor, N.C. State's IES supports North Carolina business in the workplace. IES helps companies stay abreast of the latest technologies and best practices in both engineering and business manage-ment. The agency's aim is to help increase productivity, efficiency, quality, and, as a result, profits. The IES toolbox includes lean enterprise and quality initiatives such as ISO management systems and Six Sigma, and environmental, safety and health management.

UNC System. The UNC System's 16 university campuses produce high-quality graduates with the skills and abilities to work in the state's leading businesses and to start new enterprises; to produce new ideas, processes and technologies through the work of smart and engaged faculty members; and to work in partnership with businesses, agencies and organizations throughout the state to produce a better quality of life for all North Carolinians. Each campus offers a variety of services, programs and curricula of interest to business and industry, including entrepreneurship, and a number of schools and departments provide business planning and/or marketing consulting for specific projects.

Small Business Development Resources (Continued)

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Session 20: Connect-Relate-Advocate In this session you will…

Learn about change and influence. Learn about our “Circle of influence” and where we can make changes. Enjoy 20 minutes of physical activity together.

Materials needed… Flip chart/white board and markers Local or statewide newspapers Paper, pens, envelopes, and stamps (optional)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals. Go around and share your progress on improving your credit history.

Discussion Activity (optional activity on pg. 130)

1. Review Session 2 Poverty is a Health Hazard. Review how your Circle felt about the relationship between poverty and health. What are some examples of how poverty and health are related?

2. Using the picture on pgs. 130-131 discuss how the levels are separate yet con-nected. Where is your “Circle of influence”? Where can you affect change (e.g., at home, church, work, etc.)?

3. Ask the Circle members, “How have people joined together to make change happen, and what strategies did they use?” Examples of change: civil rights movement, elections and voter registration, anti-war movements, women’s movement, union organizing. Examples of strategies: letters to the editor, peti-tions, media campaigns, fundraising to support a cause, negotiating for better work conditions, walk-outs, strikes, etc. (Use strategies for change as a guide pg. 132)

4. Break into 2 groups. Ask one group to focus on what would improve the health of your community. The other group will focus on what would improve the wealth of your community. Brainstorm ideas for how to make the change happen. Write ideas on flip chart/board. After 15 minutes, report back to the Circle.

5. Decide on whether you would like to continue to work on one of the issues as a Circle. What are the next steps? Are there other groups in your community that are working on the issue you can connect with?

Get Moving!!! (20 minutes)—stretching, aerobic, relaxation or strengthening

Closing

Go around the Circle and share one thing you will work on to change.

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Connect-Relate-Advocate Continued

Optional Activity: Supply 2 or 3 local or statewide newspapers (e.g., Raleigh News & Observer or Charlotte Ob-server). In the Circle, discuss the following:

What are the headlines? Are any of the articles about issues that are related to health or wealth? If the NC Legislature is in session, are there any

articles about laws that are related to health or wealth?

Look at the “Letters to the Editor” section. What issues are discussed that are related to health or wealth? Do you agree with the letter-writer?

With your Circle, compose a letter to the editor about an issue you care about; email or mail it to the newspaper.

Individual

Organizational

Community

State

National

Levels Where You Can Make Changes

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Individual or home level

Health: Go for a 30 minute walk with your family every day.

Wealth: Save to pay for a class on organic gardening.

Organizational level (church, school, workplace)

Health: Work with the vending machine company to add healthy snacks like apples to the

vending machines at work.

Wealth: Ask a local credit union to provide a financial education and savings program for your

church.

Neighborhood, town, or community level

Health: Petition the Board of Education to allow the community to use school playgrounds

and sports facilities after school hours and on weekends.

Wealth: Work with a local voter registration group to register voters in your community.

State level

Health: Organize a meeting with your local representative and state senator about supporting

health care reform.

Wealth: Organize an email or letter writing campaign to encourage your local representative

and senator to support the EITC (earned income tax credit) program.

National level

Health: Support candidates for the Senate, House of Representatives and President who will

work to preserve health care reform.

Wealth: Learn about national policies that keep people in poverty such as limits on assets for

people who receive government assistance and ask candidates to say what they will do about

these policies.

Examples of Changes

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Strategies For Change

Individual or family level Think about changes you can make for yourself or your family that will improve you and your family’s health and wealth. What can you do to include more fruits and vegetables in your fam-ily’s diet? What can you do to increase the amount of exercise you and your family get? Who makes the decisions in your family about these issues? How would you go about it? Some examples:

Include healthier food choices at family gatherings. Choose recipes to try together. Decide to go for a 20-30 minute walk after dinner as a family.

Organizational level Think about the places you and your family spend time outside of your home, like your work-place, your church or your children’s school. If you wanted the organization to change the type of food it serves at meetings, how could you make that happen? Who would you talk to? How would you ask? Would it be better to ask others to help you? What if they say no?

Meetings Phone calls Social media (Facebook, Twitter, blogs)

Community level Think about your community—it can be your town, neighborhood or even your county. If you wanted a safe walking trail to be built in your community, how could you influence that deci-sion? Who has the final say? Think about the mayor, county commissioners, parks and recrea-tion boards, etc.

Meetings Phone calls Social media (Facebook, Twitter, blogs)

State level If the NC General Assembly is considering a law that would guarantee a living wage be paid to every worker, how would you go about helping to make sure the law passes?

Letters Phone calls Petitions Media coverage, letters to the editor, interviews Social media (Facebook, Twitter, blogs)

National level Many things have been changed by large social movements. For each of the following, what were some of the strategies used?

Civil Rights Movement Union organizing Women’s suffrage (the right to vote)

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Session 21: Focus On The Positive

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals.

Discussion Activity: What makes you happy?

1. Ask women to talk about what makes for a happy life - list these on the flip chart/board. Review Six Strategies for Increasing Happiness (pg. 135).

2. Ask women to talk about any methods they've tried over the past 4-5 months to help cope with stress. Ask them what methods worked, which ones didn't work, and whether there are strategies they haven't tried yet but would like to try. (Some strategies include: listening to music, walking, talking to a friend, playing a sport, dancing, meditating, creative visualization, playing a musical instrument, screaming into a pillow, taking a few minutes just for yourself each day)

Get Moving!!! (20 minutes)—Make exercise work for you (pg. 136)

Closing

Practice "3 Good Things" exercise. Go around the Circle and have each member share about 3 good things that happened to them the previous day and why each thing hap-pened. Circle Leader goes first to model this activity. It is important to keep this short and to talk about what caused the good thing to happen. Often the person will realize that she did things that caused the good thing to happen. This is empowering!! Homework: Ask Circle members to bring scarves, hats, skirts, beads or masks and fa-vorite dance CD's to next Circle.

In this session you will… Discuss happiness. Discuss strategies you've tried for reducing stress what works and what doesn't. Practice "3 Good Things" activity. Enjoy 20 minutes of physical activity together.

Materials needed… Paper, pens, flip chart/white board and markers

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Stress

What is Stress? Stress can be defined as forces from the outside world coming in to bother you. Stress is a nor-mal part of life that can help us learn and grow. However, stress can also cause us significant problems. Stress releases powerful neuro-chemicals and hormones in the body that prepare us for action (to fight or flee). If we don’t take action, the stress response can lead to health problems. Long-term, uninterrupted, unexpected and unmanageable stresses are the most damaging types of stress.

Causes of Stress

Many things can cause stress. It can be a short term event, such as having a job interview or tak-ing a test. Long-term or chronic stress is caused by stressful situations that last over a long peri-od of time, like problems at work or conflicts in the family. Over time, chronic stress can lead to health problems. Some causes of chronic stress include: Your health – chronic illness, such as heart disease, diabetes or arthritis. Emotional problems – such as anger you can’t express, depression, grief, guilt or low self-

esteem Your relationships –problems with a relationship or feeling a lack of friendships or support

in your life. Major life changes – such as dealing with the death of a parent or other loved one, losing

your job, getting married, or moving. Stress in your family – such as having a child, teen or other family member who is having

problems, or being a caregiver to a family member who is elderly or who has a health prob-lem.

Conflicts with your beliefs or values – for example, you may value family life but you can’t

spend as much time with your family as you want. Social and job issues – living in an area where overcrowding, crime, noise or pollution is a

problem; feeling unhappy with your work or finding your job too demanding; poverty, racial, gender or age discrimination.

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Six Strategies for Increasing Happiness

Recently researchers have been studying what factors make people feel more ful-filled and happy. This is called the field of “positive psychology.” Below are six strategies that have been found to lead to greater happiness. Set the intention of being happy. Some researchers found that simply having

the intention of trying to be happier is key. Having intention is the same as be-ing more focused. If we focus on happiness, instead of focusing on all the things that are going wrong, that is what we tend to become more aware of.

Being grateful. Several researchers have found that when people regularly focus

on what they are grateful for, this positively affects their health and happiness level. One way to do this is to keep a “Gratitude Journal.” Studies have shown that keeping a daily list of the things you are grateful for as little as 3 weeks can result in better sleep and more energy.

Do small things to boost happiness. Make a point of doing small things that make you happy every day. This may be things such as reading a good book, tak-ing a bath, having lunch with a friend, or taking the dog for walk. Make a list of your happiness boosters and try to do at least one of them every day.

Help others. Studies show that doing things to help others has a positive effect on our own health and sense of well-being.

Meditate. Studies of the brains of people who mediate versus those who do not show that meditators have more activity in a part of the brain that is responsible for positive emotions. In fact, just sitting quietly for 30 minutes a day thinking about kindness and compassion results in significant changes in the brain in just 2 weeks.

Focus on your strengths. Instead of focusing on trying to fix your challenges, try focusing on the things you do well. This can lead to growth in your personal strengths and an upward spiral of positive emotions.

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Using Exercise to Reduce Stress

Warm up Spend 10-15 minutes doing gentle, basic movements similar to your chosen activity. Remember to stretch your muscles after you warm up. Take it slow Don’t try to do too much too fast. A slow, steady start will help reduce your risk of injury and in-crease the chances that you’ll stick with your plan. Cool down Slow your pace before finishing an activity. For example, end a brisk run by jogging, then walking. Stretching exercises are also a great way to cool down before you hit the shower. Play it safe Wear appropriate clothing, footwear and safety gear for your chosen activity. Choose activities you enjoy If the idea of a daily jog sounds boring, consider dancing, biking, walking, swimming—even regular yard work. Exercising with a friend may help you stay motivated. Try to keep a positive attitude You can learn to feel better about yourself and more in control of your life. A can–do attitude can make a difference when it comes to treatment of depression. Build your self-esteem Self-esteem is how you feel about yourself. Keep in mind that through challenging times, you are worth the effect. Let go of false ideas about yourself and about what others may think. Instead, fo-cus on your strengths and positive qualities. Find ways to reduce stress. To reduce stress, it may help to:

Pace yourself -- don’t try to take on too many things at once. Plan your time. A schedule helps make your responsibilities and tasks easier to manage. Allow time for rest and recreation. Think about the things in life that cause stress for you. Think of positive ways you could

deal with them. Plan ahead of time how you will handle stressful situations. Practice relaxation techniques every day. Share your feelings with a supportive person you trust.

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Session 22: Keep It Moving!

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually, Emotionally,

Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals.

Check out your progress over the past 6 months and looking forward

1. Go around the Circle and describe a time you were exercising regularly and how you felt. 2. Share one thing you like about exercising. 3. Describe a challenge you overcame. What will you do if the challenge comes up again?

Brainstorm solutions. Some common barriers are bad weather, child or elder care issues, no one to exercise with, or not enough time.

4. Describe a strength of yours that helped you with your exercise goal. 5. Look at your original Personal Exercise Plan. Is your goal still the same as it was when you

started? If not, what is your new goal? Update your plan by completing the new one. Share with the Circle.

Get Moving!!! (20 minutes)—Celebrate with a Dance Party! Ask Circle members to use scarves, hats, skirts, beads, masks, etc., and favorite dance CD’s. Put on the music and have a dance party for 15-20 minutes. It’s OK to dance in chairs…just remember, we all need to move more!

Closing –Make a plan...complete a Personal Exercise Plan (pg. 138)

Tips for staying active: Make exercise “appointments” and don’t break them. Keep walking shoes in your car, walk for 10-15 minutes during the day. Reward yourself; take an occasional break from your program. Build in fun and variety. Try something new. Remember that if you have stopped exercising, you can just start over again. Every day is a

new day! Plan ahead for barriers and how you will overcome them. Exercise with a friend or with a group or your Circle. Don’t overdo it…have fun! Homework: Ask your Circle members to bring coupons to share to the next session. Next meeting we will be traveling to a local grocery store to practice what we have learned.

In this session you will… Share how your exercise program has been going and share tips for staying active. Share things that have gotten you off track and what you did about them. Make a plan for maintaining your exercise program. Enjoy 20 minutes of physical activity together.

Materials needed… Handout: Personal Exercise Plan (pg. 138) CD player, CDs and fun accessories

138

My Personal Exercise Plan Name ______________________ Date _____________ My Exercise Buddy is ________________________. My personal fitness goals are: ________________________________________________________________________________________________________________________________________________________________ What I am going to do to reach my goals? ________________________________________________________________________________________________________________________________________________________________ Things that have kept me from exercising are: ________________________________________________________________________________________________________________________________________________________________ What I will do to overcome these things? ________________________________________________________________________________________________________________________________________________________________ What I will do to reward myself for exercising? ________________________________________________________________________________________________________________________________________________________________ Suggestions: 1. Tape the “Personal Exercise Plan” to your refrigerator, in your bedroom, or bathroom mirror. 2. Show it to a friend or your exercise buddy. 3. Look at it every day!

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Session 23: Let’s Go Grocery Shopping!

In this session you will… Review material from Sessions 5 and 13. Learn ways to gather coupons. Visit a local grocery store. Enjoy 20 minutes of physical activity together.

Materials needed… Grocery coupons Handouts: 34 Ways to Save When Grocery Shopping; Coupon Websites (pgs. 141-142)

Welcome Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually). Go around and reflect on progress/challenges on reaching their SMART goals.

Activity—Healthy Eating

Review materials/key points from Sessions 5 and 13.

1. In Session 5 we talked about increasing our fruits and vegetable intake. Ask: How have you increased your fruits and vegetable intake? Have you tried new recipes? What has your family thought of the changes?

2. In Session 13 we talked about ways to avoid extra sodium, sugars, and fats. Ask: How have you avoided extra sodium, sugars and fats? What challenges have you overcome while trying to make changes?

Activity—Coupons

Have participants share the coupons they brought to the session.

1. Ask participants: Were coupons easy to find? Where did you find them? Would you normally buy this item? If not, is it really a savings?

2. Review Coupon Websites and 34 Ways to Save When Grocery Shopping (pgs. 141-142)

Grocery Store Visit: Let’s Get Up and Shop!!!!

Choose one of the scenarios on pg. 140 to practice what you learned in sessions 5 and 13.

Get Moving!!! (20 minutes)—Walk around the grocery store parking lot for 20 minutes, power walk if you can.

Closing

Go around and share how you feel when you eat healthier or how do you feel when you get your family to try a new, healthy food.

140

Go to the grocery store. Break into pairs. Choose a scenario and ask each pair to get several

items from their list. Regroup and talk about choices made. Were they good choices? Could we

do better? What was challenging? Did having a coupon persuade you to make a less healthy

choice? Could you think of another meal that we could make healthier or less expensive? Let’s

make the dish and taste it.

Option 1: Sunday Dinner Scenario

Plan the meal (including dessert) for this Sunday after service. Your mother-in-law is coming to

dinner. She has diabetes and

you want to make her a nutri-

tious and delicious meal. What

are you going to make? Make a

shopping list, check for cou-

pons (are they a good deal or

not?).

Option 2: Special Considera-

tions

Choose one of the following

scenarios, and shop as if you

were the person described:

Hypertension (high blood

pressure) - Marjorie is 50

years old. She was recently

sent home from the hospital after recovering from a mild stroke. Upon leaving the hospital,

Marjorie talked to the nurse about the best ways to stay healthy, and decrease her risk of hav-

ing another stroke. One major way was to reduce her blood pressure. Having a low sodium/

reduced sodium diet is a major change that could help decrease her high blood pressure.

Shopping Scenarios

Grocery List

Milk Eggs

Bread Oatmeal

Cereal Orange juice

Chicken Ground beef

Rice Pasta

Pasta sauce Soup

Cheese Cooking oil

Flour Yogurt

141

34 Ways To Save When Grocery Shopping

1. Trim your food bill by as much as 19% by shopping at a couple of different stores.

2. Don’t “crisis cook.” Shopping after work for the day’s dinner gets expensive. Plan a weekly

menu before shopping and watch your grocery bill shrink.

3. Don’t waste money on prepared foods. Instead, prepare meals ahead of time and freeze them,

or double the recipe when cooking, and freeze the second for a hectic day coming.

4. Don’t be fooled by familiar products, such as cereal, that have decreased package sizes while

keeping prices constant-the food industry’s latest response to rising costs.

5. Take the farmer’s market approach: Buy produce that’s fresh, inexpensive and in season.

With fewer middlemen involved, you get good buys and your family gets the freshest food.

6. The highest markup items on the shelves are at chest level. Reach up or kneel down to select

the cheaper house or generic brands.

7. A grocery store’s main aisles, like the paths to milk and bread are usually strewn with high-

priced land mines. Avoiding those pricy areas will really help.

8. Try to shop when you are alone. Those little helpers can quickly boost your bill.

9. Shop early in the day. You get through the store faster with your list and you spend less.

10. Avoid shopping for food when you’re hungry; you’ll buy more.

11. Don’t grocery shop when you’re tired. You’ll buy more sweets and more high carbohydrates.

Don’t go when you’re angry or you will go for crunchy foods, the junk food.

12. Buy the markdowns and save as much as 20%.

13. Read your newspaper’s weekly food section for local grocery sales and menu ideas.

14. Clip coupons. You’ll also find coupons in women’s and general interest magazines.

15. Scout coupons swap-boxes, generally found at supermarkets, but also at some public libraries.

16. Take advantage of in-store coupon displays and the machines that spew them.

17. Log on to your supermarket’s online homepage for coupons.

18. Call the toll-free numbers on your favorite products’ labels and tell the customer service rep

how much you enjoy them. Some reps will offer cents-off (or even free) coupons for the prod-

uct itself; if not, ask.

19. Nab newsie. Does your newspaper vendor just dump the inserts from unsold papers at the

end of the day? If so, would he mind tossing a few your way?

20. Check out the wealth of national-brands coupon-offering services on the Web. They can save

you money-even the ones that charge nominal fees.

21. Seek out supermarkets that will double and sometimes triple the face value of manufacturer’s

coupons.

22. Try for double plays. That’s when you use a manufacturer’s coupon and a store’s own cou-

pon.

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33 Ways To Save When Grocery Shopping (Continued)

23. Some retailers guarantee that if the item doesn’t ring up at the correct price, you get it free or at a discount. Pay attention to details.

24. Avoid purchasing non-grocery items, such as painkillers, contact lens solution, etc., at a gro-

cery store. You usually pay more.

25. Always get a rain check if a sale item is gone.

26. Know when your store marks down goods that expire, like meat and bread. The deal: Use

them that night or freeze them.

27. Check your store for a small section where they discount products that aren’t as popular as

the manufacturer had hoped. This area can be a gold mine for bargains.

28. Shop with a calculator. That way, you can figure whether the unit price for a case lot is really

cheaper than buying one of the same item.

29. Request price matching. Find a store in your area that will honor all competitors' ads. You

save money, time and gas.

30. Beware of “discount store syndrome.” Just because you’re in a bargain store doesn’t mean

you’re getting the best price on every item.

31. Check your receipts. No matter how careful you or the store staff might be, mistakes hap-

pen.

32. Always send in for the rebate on a purchase whether it’s $2 or $50. It all adds up.

33. Put your savings to work. Whether it’s a trip, a car, or a savings account, have some specific

goals for the money you’re not spending on food.

34. Do not forget to use newspaper coupons. Create a circle of friends for a coupon swap.

Coupon Websites

www.Couponsuzy.com

www.Couponmom.com

www.smartsource.com

www.southernsavers.com

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Session 24: Wrap Up and Reflect

Welcome

Go around and ask each Circle member how they feel: (PIES: Physically, Intellectually,

Emotionally, Spiritually).

Go around and reflect on progress/challenges on reaching their SMART goals.

Activity—Final Wrap UP!

Go around and share:

1. What was your favorite part of being part of the HOPE Circle?

2. Was there anything about the program you would like to see changed?

Closing

Take this opportunity to share your final thoughts on the Seeds of HOPE Program and

the progress you have made towards reaching your goals.

In this session you will…

Wrap up your HOPE Circle.

Reflect on the HOPE Circle experience.

Dear Circle Leader-

Thank you for participating in the Seeds of HOPE Program. You have greatly

contributed to its success. We hope that your Circle has enriched your life and that

you have formed friendships that will last a lifetime.

The Seeds of HOPE Team

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Advocacy Appendix

Session 1: Tell Circle members there is an optional advocacy appendix which will give an example of a policy issue and several discussion questions. Ask Circle members if they would be interested in hav-ing advocacy discussions. Give examples of policy question and discussion questions from Session 2. Session 2 Action Area: Increase job opportunities in your community so that more people will have good jobs to improve health and wealth. Policy: Improve job opportunities in the community by starting a business, supporting other local en-trepreneurs, or small businesses in the community. Discussion Questions: What type of businesses/jobs would you like to see in your community? Who benefits when we spend our money at national chain stores? Who benefits when we spend

our money at local businesses? Is there something you can change in your family, church or workplace? How about in your local

community or in your state? Is there a federal change you would like to see take place? What would be the first step you would need to take to start a process to achieve this policy

change? Session 3 Action Area: Make continuing education easily available for women in your community. Policy: Increase availability of local sources of grants for women with few financial resources who want to begin or finish a college course of study Discussion Questions: What educational opportunities are available for women with few financial resources in your com-

munity? Do you know of any local sources of funding in your community for women with few fi-nancial resources who want to go to college?

How could you encourage your church, community group or workplace to start a program to raise money for educational grants for women in your community with few financial resources who want to go to college?

What would be the first step you would need to take to start a process to achieve this policy change?

Session 4 Action Area: Ensure that women receive the same pay as men for doing the same jobs in your commu-nity. Policy: Find out about regulations governing equal rates of pay for women and men working at the same types of jobs in your community Discussion Questions: Are you aware of women working in your community who are making less money than men for the

same type of work? What kinds of jobs are these? Are there laws in existence governing equality for rates of pay for women and men? Are these fed-

eral, state or local laws? How are these laws enforced? Who enforces them? How do you contact these people? What would be the first step you need to take to make sure laws regarding equal pay for women

and men are enforced?

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Advocacy Appendix Continued

Session 5 Action Area: Increase access to high quality fruits and vegetables in your community Policy: Find out about ways to encourage farmers markets in your community (starting or expanding) and use of farmers markets. Discussion Questions: Do you think people in your community would shop at a farmers market? What would the farmers’

market need to do to attract people in your community to sell produce there? What would be need-ed to attract consumers?

If you do not have a farmers market, what is the first step you would take to begin the process for getting your community to designate a site and funding to establish a permanent farmers market?

If you have a farmers market, what is the first step you would take to increase the number of con-sumers shopping at the market and enjoying the benefits of local, fresh produce?

Session 6 Action Area: Increase access to safe places to exercise in your community. Policy: Influence policy at the local level (your community, church or workplace) to provide access to safe places to exercise. Discussion Questions: Where can people go to walk, jog, bicycle, take exercise classes, dance, swim, or hike in your com-

munity? Are there enough safe places that are easily accessible for people to exercise in your commu-nity?

How could your church, community group or workplace help to create safe places for people to ex-ercise? What is the first step you would need to take to encourage your church, community group or workplace to provide access to safe places for people to exercise?

Session 7 Action Area: Increase access to healthy food in your community. Policy: Influence policy at the local level (your community, church or workplace) to provide healthy food options at community and church events, schools and workplaces. Discussion Questions: What types of food are usually served at community and church events? Are there usually any healthy alternatives (fresh vegetables, fresh fruits, whole grain crackers, water

instead of soda or other high calorie beverage)? What would need to change in order for your church, community group or workplace to offer

healthy foods and beverages at meetings and events? What is the first step you would need to take to encourage your church, community group or work-

place to provide healthy foods and beverages at meetings and events? Session 8 Action Area: Increase access to healthy food at restaurants in your community Policy: Influence policy at restaurants in your community by asking for the type of food you want and the way you want it prepared.

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Advocacy Appendix Continued

Discussion Questions: What types of food are usually served at restaurants in your community? Have you ever asked to have your food prepared in a healthier way than what is listed on the menu

(e.g., baked fish instead of fried)? Have you ever asked a restaurant manager if they could have healthier items on the menu such as

green salad, fresh fruit, or whole grain breads? What is the first step you could take to encourage restaurants in your community to start offering

healthier meals and ways of preparing food? Session 9 Action Area: Increase access to low or no cost checking and savings accounts at local banks Policy: Influence policy at banks in your community to provide low or no cost checking and savings accounts to residents in your community. Discussion Questions: How many Circle members have checking and savings accounts at a local bank? Are there fees

charged for having these bank accounts? Do you think the fees are reasonable? What would be one thing you could do to influence banks in your community to offer low or no

cost checking and savings accounts? Session 10: This session is about personal growth and therefore does not have a policy or advocacy connection. Session 11 Action Area: Increase access to job training programs. Policy: Find out about job training programs in your community. Discussion Questions: Are there any job training programs in your community? What are they? Who do they serve? Do you know anyone who has been involved in a job training program? If so, did the program help

the person find a job? Find out more information about job training programs in your community and in other commu-

nities nearby. What do they offer? Is there a cost involved? Who is taking advantage of these pro-grams? Who else needs to know about these programs?

Does the community college in your community offer job training programs? What are they? What is the cost?

Session 12 Action Area: Increase availability of flex-time at workplaces in your community and/or job sharing. Policy: Find out about policies at workplaces in your community related to creating a more flexible schedule (flex-time policy) and/or job sharing. Discussion Questions: Do any Circle members currently have access to a flexible schedule at work? (for example, you can

come in at 10:00am and leave at 4:00pm as long as you get the work done; this may involve work-ing some at home) Do any Circle members job share? Do you know anyone who job shares?

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What would be the advantage of having a policy of flex-time at your workplace? What is the first step you could take to encourage your workplace to institute a policy of flextime? Session 13 Action Area: Increase access to good, affordable child care and elder care in your community. Policy: Find out about fees for child care and elder care programs in your community and whether there are any subsidies or sliding scale fees offered for those with lower incomes. Discussion Questions: Are any Circle members currently paying for child or elder care? Are the fees reasonable? Is the care of high quality? Discuss whether there are any subsidies or sliding scale policies for fees for child and elder care in

your community What is the first step you could take to encourage child and/or elder care programs in your com-

munity to offer subsidies or a sliding scale for fees to those who have a low income? Session 14 Action Area: Share your knowledge about ways to improve health with your community. Policy: Discuss ways to reach out to your community to share ideas for how to add healthy foods to community and church events, start a walking or other exercise group, get an exercise buddy, start a community garden, etc. Discussion Questions: What kinds of things are already going on in your communities that are helping to improve health?

What ideas do Circle members have for other ways to improve health in their communities? Have Circle members shared what they are learning about healthy eating and regular exercise with

others in their community? If not, why not? Session 15 Action Area: Find ways to reduce sodium in foods offered at community and church events. Policy: Discuss actions and policies that could be put in place in your community to increase aware-ness of the harmful effects of too much sodium, and to offer low sodium alternatives. Discussion Questions: What are some ways you could increase awareness about the harmful effects of too much sodium in

foods with community, workplace and church groups? What are some action steps you could propose to community, workplace and church groups to of-

fer low sodium alternatives at community events (e.g., putting signs that say “high sodium” or “low sodium” next to foods on the table; having a policy stating that there will be at least 4 low sodium dishes offered at each food event; organizing a tasting event to share low sodium dishes you create with your community group, etc.)?

Apply these same ideas for ways to increase awareness of the amount of sugar and fat in foods.

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Session 16 Action Area: Encourage others to think about and envision their goals and dreams Policy: Discuss ways you can encourage others in your family, church, workplace and community to envision and act on their goals in all areas of their life: health, finances, education, work, relation-ships, spiritual growth, etc. Discussion Questions: Are there ways Circle members have already shared their goals and dreams with others in their

families, church, workplace or community? How was that experience? What are other things you could do to encourage others in your community to envision their

own personal goals and dreams (e.g., could you organize a group to do the “dream board” activi-ty)?

Session 17 Action Area: Encourage others in your community to find ways to save money to build assets. Policy: Discuss ways you can encourage others in your family, church, workplace and community to save money to build assets Discussion Questions: Discuss the idea of a group activity to economize in order to save money for the individual mem-

bers. Some ideas might be: a savings club where the members all agree to save a certain amount each month, a buying club to purchase food in bulk, a community garden, carpool to work, or share childcare with other families.

Session 18 Action Area: Understand ways to use credit responsibly. Policy: Encourage others in your community to use credit responsibly. Discussion Questions: Are there any organizations in your community that help people with credit repair? What are

these organizations and what do they do? Discuss ways you can encourage others in your family, church, workplace and community to use

credit responsibly. What is one thing you could do to help someone else in your community to use credit responsibly?

Session 19 Action Area: Increase access to low interest small business loans. Policy: Explore options for creating new opportunities for low interest small business loans in your community. Discussion Questions: Where would you go for a small business loan? Discuss other ways to set up easy to get, low interest loans. Are there community groups (church,

workplace, community clubs) you might approach about the possibility of creating a program to

provide low interest, small business loans in your community?

Session 20: Create – Relate - Advocate This session is all about advocacy!

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Session 21 Action Area: Increase happiness in your community. Policy: Explore ways to make your community a happier, healthier place to live. Discussion Questions: What is one thing you already do to help others in your community? How does it make you feel

when you do that? Discuss other ways Circle members could help others in their communities. Sometimes it’s just

small things that can help others to be happy. Examples are cooking a meal for someone, sharing a laugh, calling a friend, going for a walk with someone. Talk about ways Circle members could do small things for people in their families, church groups, workplaces and other community groups to make their day happier.

Session 22 Action Area: Increase access to exercise programs for all ages and ability levels. Policy: Influence policy at the local level (church, workplace, community group) to provide exercise facilities and programs for people of all ages and ability levels in your community. Discussion Questions: What exercise facilities and programs are there in your community? If someone is an elderly person

who is overweight, which of those facilities and programs would be appropriate for them? If some-one has young children and no one to babysit, which of those facilities and programs would be ap-propriate for them?

What is one action step you could take to change policy at an exercise facility or program in your community to be more appropriate for all ages and ability levels (e.g., make sure exercise teachers have knowledge of how to adapt exercise for older adults, provide childcare at exercise facility, pro-vide special classes for overweight people just beginning an exercise program)?

Session 23 Action Area: Increase availability of health foods at grocery stores in your community. Policy: Influence policy at your local grocery stores to stock healthy foods. Discussion Questions: Are there some healthy foods you’d like to purchase that are not available at your community gro-

cery stores? What are they (low sodium products, low fat foods, tofu, quinoa, fresher fruits and veg-etables, etc.)? What are some ways you could get the grocery stores in your community to stock those items (i.e., talk to the manager, get several other people to sign a letter asking for those items)?

Other than grocery stores how could you get the healthy items you want (i.e., order online, organ-ize a buying club where one member purchases the items for the other members at a store in anoth-er community and then distributes to all, go directly to a farmer in your area to arrange to buy quantities of fresh fruit and vegetables when in season)?

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Icebreaker Appendix

Ice Breaker: 4 C’s Time: 10-15 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better and discover things in common. Group size: Any Materials: Index cards, Pens/pencils Creatively divide the group into smaller groups of 4-6 people. Explain that each person is going to write down on an index card his/her favorite: -Color -Cuisine -Country to visit -Closet Dream Then, the cards within each group will be shuffled and redistributed among the group members. Each person reads aloud the card they picked up and each person guesses in writing who wrote it. At the end, see who guessed the most correct responses. Ice Breaker: That’s Me Time: 5-10 minutes Purpose: This icebreaker gets learners moving (i.e., standing up and down) and allows them to get acquainted with other learners. Depending on the statements used in the activity, it can also serve as an informal assets and needs assessment of the group. Group size: Unlimited Materials: None Explain that you will ask a question, such as “Who is currently reading a good book?” If that characteristic fits with the learners, they should stand up, raise both arms outstretched over their head, and shout “That’s me!” Ask the group to practice standing up and shouting “That’s Me!” when you count to three. Ask the group a mix of questions that are both personal and that pertain to the topic of the training. Examples of questions are: -Who has a pet? -Who can speak three different languages fluently? -Who has been working in the area of (training topic) for more than 10 years? -Who ate breakfast this morning? -Who is eager to learn about (training topic)? -Who has a birthday this month? -Who has traveled to a another country in the past 3 months? -Who collects something as a hobby? Ice Breaker: Birth Order Time: 10-15 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better and build a sense of team identity. Group size: 20-25 Materials: Signs labeled: Only Child, Oldest Child, Youngest Child, Middle Child Post each of the signs in a different corner of the room. Ask participants to go to the appropriate corner of the room based on their own birth order position. When everyone is assembled, ask each group to discuss what special characteristics their birth order has and how it is reflected in their choice of job. Assign a recorder based on some criteria such as the person who traveled the farthest to the training. After 5-10 minutes, bring attention back to the larger group. Have each group report back to the larger group.

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Icebreaker Appendix Continued Ice Breaker: Assets Mapping Time: 20 minutes Purpose: The purpose of this icebreaker is to identify the individual and group assets and needs of the training audience. This activi-ty will also enable learners to get to know one another better. Group size: 4-15 Materials: Paper, Markers, Tape Introduce this activity to learn more about the various skills and strengths that people bring to the group. Give each learner 3 sheets of paper, tape, and a marker. Ask learners to complete and write down the following three statements on the separate sheets of paper. -One thing I think I am good at… -One thing others think I am good at… -One thing I would like to improve on… Inform learners that the skill can be anything and does not need to be related to the training. Note to trainer: some participants might not think they are good at anything, or modest about sharing skills. You might have to probe or convince them that there are many types of skills and they are all important. Ask participants to tape their assets and needs on the wall so everyone can see them. Ask for volunteers to group the assets and needs according to patterns such that the assets and needs compliment each other. Assist volunteers as needed. Discuss the observed patterns and reactions to the activities. Acknowledge that each person brings unique skills, experiences, and perspectives to the group and that by working together, we can learn a lot from each other and address areas we think need improve-ment. Ice Breaker: Human Scavenger Hunt Time: 15-20 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better. Furthermore, it is designed so that each learner has the opportunity to have his or her voice heard in the room. Participating in this way helps create an atmosphere in which contributions are validated and participation is encouraged. Group size: 10-30 Materials: Scavenger hunt hand-out, Pens/pencils Introduce this activity as an opportunity to get to know each other better. Explain to learners that they will be given a worksheet with several statements of things people in the room may have done or experi-enced in their personal or professional life. They are to roam around the room and speak with as many learners as possible to deter-mine if they have ever done any of the listed things. If so, they should sign the worksheet next to the activity they have participated in. Encourage learners to find out more details related to the activities as they wish, but remind them that they also want to try and talk with as many learners as possible during the next 10 minutes. Distribute worksheet and allow 10 minutes to complete. After 10 minutes, bring attention back to the larger group. Go around the room and ask each person to introduce him/herself and say one interesting thing they learned about another member of the group. Human Scavenger Hunt Worksheet (example) A person whose birthday is the same month as yours ___________________ A person who is an artist ____________________ A person who has more than six siblings ____________________ A person who can speak three or more languages ___________________ A person not born on this continent ____________________ A person who has planted a tree _____________________ A person who has lived in two different countries ___________________ A person who has three or more children ______________________ A person who is a grandparent _____________________ A person who recently read a good book _____________________ A person who knows sign language _____________________ A person who can cook a dish from another country ___________________ A person who likes to dance __________________ A person who grows a garden ____________________ A person with a new baby in his or her home ___________________ A person who woke up with a smile this morning ____________________

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Ice Breaker: My Mother Says Time: 25 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better and can be used as an introduc-tion to topics about diverse cultural norms and roles. Group size: 10-30 Materials: None Introduce this activity as an opportunity to get to know one another better. Explain that throughout our lifetimes, we gather lots of advice and folk wisdom about how to stay healthy and what we should do if we get sick. Try to remember some of the health-related messages you heard as a child from your parents, grandparents, aunts, uncles, teachers, etc. Ask the group to stand up, turn to a person near them, and reach out and shake hands. As you clasp hands, introduce yourself and share a piece of wisdom from one of your childhood “experts” on health. For example, you might say “Hi, I’m Joellen and my mother always told me that if I didn’t wash my ears potatoes would grow in them.” Ask the group to exchange introductions and wisdom with three different learners. Try recalling a different health-related mes-sage each time you introduce yourself. After learners have had time to exchange introductions with three different people, ask them to return to their seats. Discuss activity using the following questions as a guide: -What are some of the most interesting pieces of advice you heard? -How many of you could relate those pieces of advice to a particular culture? -Did women get messages that seemed significantly different from those given to men? Ice Breaker: Where Am I From? Time: 25 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better. It also enables learners to inter-act with one another, which helps create an atmosphere in which contributions are validated and participation is encouraged. Group size: Unlimited Materials: Blank, adhesive name tags labeled with different countries As learners arrive, affix an adhesive name tag to each person’s back with the name of a country on it. Explain that learners should roam around the room and ask “yes or no” questions to other learners that will help them determine which country they have. After everyone has arrived and several people have discovered their “home” country, ask the group to take a seat. Discuss the activity using the following questions as a guide: -What kinds of questions were most helpful? -What kinds of questions led nowhere? -What kinds of clues or hints were given that helped you? Ice Breaker: Extended Nametags Time: 25 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better. Furthermore, it is designed so that each learner has the opportunity to have his or her voice heard in the room. Participating in this way helps create an atmos-phere in which contributions are validated and participation is encouraged. Group size: 10-30 Materials: 5 x 8 inch cards, Pens/pencils Distribute cards. Ask each learner to print his or her first name in the center of the card, and directly under it the quality he or she most values in people. Then have each learner write the following in the corners: -upper left-his or her favorite place in the world -lower left-the name of a person who taught him or her something important -lower right-the year he or she last spent 3 great days in a row -upper right-something he or she does well Creatively break group into triads. Explain that each triad will talk about the upper left corner of their cards for three minutes, which means that each person has one minute to talk. Ask them to keep track of their time and share equally. After three minutes, have the triads give statements of appreciation. Allow two minutes for statements such as, “I liked it when…”

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or “You’re a lot like me when…” Have the learners for new triads three more times, sharing the other three corners and giving statements of appreciation after each round. Note to trainer: Keep track of time and ask the groups to form new triads every 5 minutes. Close activity by forming a circle and inviting each learner to share something special he or she learned about someone else in the group. Ice Breaker: Meet ‘N Greet Time: 10-15 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better and help them discover common backgrounds and interests. Furthermore, it is designed so that each learner has the opportunity to have his or her voice heard in the room. Participating in this way helps create an atmosphere in which contributions are validated and participation is encour-aged. Group size: Any Materials: Token prize Ask learners to introduce themselves to as many others as they possibly can in two minutes. After those two minutes, creatively divide the group into smaller groups of three. Explain that each group should spend the next two minutes trying to find at least three distinctive things that the three of them have in common. The only rule is that the three things cannot be job-related (i.e., they work for the same organization) and cannot include physical characteristics. Ask them to identify the three things as quickly as possible and to shout out loudly when they’ve done so. Give a token prize for the first team to complete the task. Allow time for each group to complete the task, then bring attention back to the larger group. Ask each group to share some of their commonalities. Ice Breaker: Remember Me Time: 5-10 minutes Purpose: This icebreaker provides an opportunity for learners to get acquainted and begin interacting with each other. Group size: Any Materials: None Introduce activity as an opportunity to get to know one another better. Creatively divide learners into pairs. Ask them to observe each other from head to toe for 30 seconds. Have learners then turn their backs to each other and change one thing about the way they look (i.e., take glasses off, unbutton one button on shirt, etc.). Ask participants to face each other again and try to figure out what is different about their partner. Ice Breaker: Name Game Time: 10-15 minutes Purpose: This icebreaker provides an opportunity for learners to learn each other’s names and get to know one another better. Furthermore, it is designed so that each learner has the opportunity to have his or her voice heard in the room. Participating in this way helps create an atmosphere in which contributions are validated and participation is encouraged. Group size: Any Materials: None Explain that each participant should think of a word that he/she would use to describe him/herself. But, the word has to start with the same letter or sound as his/her first name. [For example, if someone is named Thomas and he likes to talk a lot, then he might be Talkative Thomas]. Ask for a volunteer to share his/her new name. Have the volunteer go LAST, so that he/she will have to say everyone’s new name before his/hers. Pick the person to the right or left of the volunteer to share his/her new name first. Explain that the next person then has to say the first person’s new name and his/her own new name. Each person will have to say all the new names of the people that come before him/her. Participants should help each other out if someone can’t remember someone else’s new name.

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Ice Breaker: Found Objects Time: 10-15 minutes Purpose: This icebreaker provides an opportunity for participants to get to know one another better and to get oriented to the content of the projects. Furthermore, it challenges participants to think “outside the box.” Note: this icebreaker should be used with a group that has already developed rapport and feels comfortable with each other. Group size: 10-15 Materials: A variety of objects displayed on the table (there should be 1 ½ times as many objects as there are people). Some exam-ples of objects include, but certainly are not limited to: feather, ruler, dollar bill, rock, rubber ball, flowers, paper clip, pair of glass-es, bell, pen, toy animals, etc. Explain that you would like for each person to choose an object from the table that speaks to them in some way about a project-related topic (eg. Research, health, wealth). Acknowledge that it might not seem obvious at first how these objects might relate to the training so they should think creatively. After everyone has picked an object, ask them to take it back to their seats with them. Explain that we are going to go around the room and each person will say how her object speaks to her about the training topic. Inform them that they can speak from personal experience or anything else. Ask for a volunteer to go first. Ask each person to say his or her name and talk about the object. Go around the room until every-one has talked about their object. Discuss activity using the following questions as a guide: -What did you feel about doing this exercise? What was difficult or easy? -What associations most delighted you? Surprised you? -What aspects of the training topic surfaced during the activity? -How might you look at the topic differently as a result of this activity? Ice Breaker: Hopes and Hesitations Time: 15 minutes Purpose: This icebreaker provides an opportunity for learners to identify their hopes and hesitations for the training. The activity will allow trainers to acknowledge any hopes that may be beyond the scope of the training and to be sensitive to the concerns that learners have about the training. Furthermore, it is designed so that each learner has the opportunity to have his or her voice heard in the room. Participating in this way helps create an atmosphere in which contributions are validated and participation is encouraged. Note: when doing this activity, it is a good idea to schedule time at the end of the training for learners to revisit their hopes and hesitations. Group size: Any Materials: Index cards, Flipchart, Markers Introduce activity as an opportunity to discuss what people hope to get out of the training and what concerns they may have about the training. Pass out index cards. Ask participants to take 5 minutes to write down their hopes for the training as well as any hesitations or concerns they may have as they begin this experience. After 5 minutes, ask for a volunteer to share one or more of his/her hopes and then his/her hesitations. Write these up on two separate pieces of flipchart paper as each person shares. -Note to trainer: do not judge or evaluate anyone’s comments, simply write them up as they are stated. After everyone has contributed, acknowledge that the trainers will do their best to meet the group’s expectations, but indicate any hopes that may be beyond the scope of the training. Close by saying that learners should keep their index cards and refer to them at the end of the training as a means of checking in with themselves to see if they have met their goals.

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Ice Breaker: What We Have In Common With Others Time: 5-10 minutes Purpose: This icebreaker provides an opportunity for learners to get to know one another better by identifying commonalities and differences among group members. Furthermore, it is designed so that each learner has the opportunity to have his or her voice heard in the room. Participating in this way helps create an atmosphere in which contributions are validated and participation is encouraged. Group size: Any Materials: None

Ask the group to form one large circle. Explain that you are going to read a list of statements. For each statement, ask participants to step into the center of the circle if the it applies to them and to notice who else is in the circle. -You have lived in ____ more than one year. -You are female. -You are the only child in the family. -You are the youngest child in the family. -You are the oldest child in the family. -You have at least one brother. -You have three sisters. -You have lived in the ____ (country) all your life. -You like ____ (a certain type of music). -You have one or more children. -You are taller than 6 feet. -You have worked as a farmer. -You like to dance. -You like to travel. -You like to cook. -You like to eat. -You like to clean house. -You like to read. -You like to work in a garden. -You have a dog for a pet. -You walked here today. -You live alone. -You got up before 6:00am this morning. -You have a birthday in September Go around the room and have each person tell one new thing they learned about someone else and one thing they have in com-mon with someone else.

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References

Welcome and Introduction Cancer is a Team Sport, Marci K Campbell, PhD, Guest Editorial in the Clinical Journal of Oncology Nursing, Volume 15, Number 4 August 2011 Definition of CBPR adapted from: W.K. Kellogg Foundation http://www.wkkf.org/news/Articles/2009/01/An-Effective-Approach-To-Understanding-Communities.aspx Definition of advocacy adapted from: http://en.wikipedia.org/wiki/Advocacy Acknowledgement: special thanks to Thomas Stokes, Community Affairs Officer, FDIC Money Smart; A Financial Education Program. Thank you for training us to share this wonderful program. The financial education in this manual has been adapted from Money Smart. Session 2 – Poverty is a Health Hazard www.countyhealthrankings.org/north-carolina Map 1– Percent of Population Living in Poverty in 2009 http://www.ers.usda.gov/Data/povertyrates/PovListpct.asp?st=NC&view=Percent&longname=North%20Carolina Map 2—Percentage of North Carolina Adults Who Are Overweight or Obese from: Eat Smart Move More North Carolina Source: 2006 Behavioral Risk Factor Surveillance System Map 3—Household Asset Poverty from: Action for Children 2009 Map 4—North Carolina Minority Population Densities from: State Center for Health Statistics Source: US Census, 2000 Map 5 and 6—North Carolina County Heath Ratings 2011 from www.countyhealthrankings.org/north-carolina Session 5 – You Are What You Eat www.fruitsandveggiesmoremorematters.org New USDA Guidelines: My Plate from: www.choosemyplate.gov Standard serving sizes: U.S. Department of Agriculture Session 7—Why Weight Body Mass Index Table adapted from: Clinical Guidelines on Identification, Evaluation and Treat-ment of Overweight and Obesity in Adults: The Evidence Report Healthy Weight Tips adapted from: http://www.intuitiveeating.org/content/10-principles Proven Strategies For Controlling Weight from: Wing RR, Phelan, S (2005). Long-term weight loss maintenance. American Journal of Clinical Nutrition, 82(suppl), 222S-2225S. Session 8—Why Weight II The Hunger Scale adapted from “The Best Life Diet” by Bob Breene

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References Continued

Session 9 – A Penny Saved—Budgeting and Keeping Track of Your Money Adapted from: FDIC Money Smart; A Financial Education Program Free financial assessment tool from Local Government Federal Credit Union: www.detinfocus.org/?refer=1gfcu Session10—Lion, Otter, Beaver, Golden Retriever—Which One Are You? Personality Test and Interpretations adapted from: http://smalley.cc/marriage-assessments/free-personality-test Resume Tips: http://careers.unc.edu/yourjobsearch/resume_letters/ Resume Do’s and Don’ts adapted from: The Damn Good Resume Guide by Yana Parker Session 11—Putting Your Best Foot Forward How To Handle An Interview from: http://www.thebeehive.org/jobs/career-coach/apply-job/interview-do-s-and-don-ts Seven Top Job Skills from: http://www.the-way-to-wealthy-living.com/top-job-skills.html com Session 12 - Take a Deep Breath Signs of Stress: American Institute of Stress, www.stress.org Stress Coping Skills: http://stress.about.com/od/tensiontamers, www.stress-managment-for-peak-performance.com How to Meditate: www.essenceofstressrelief.com Session 13 - Overcoming Barriers, Finding Balance 8 Ways to Balance Your Life: www.dreamthisday.com Keeping Balance in Your Life: www.awakenedwoman.com Session 12 – Weight...There’s More! Is Your Weight a Healthy Weight? Dept. of Health and Human Services – National Institutes of Health Evidence from National Weight Control Registry: Wing RR, Phelan, S (2005). Long-term weight loss maintenance. American Journal of Clinical Nutrition, 82 (suppl), 222S-2225S. Session 13 - Sneaky Sodium and Other Food Villains Adapted from DHHS NIH Publication, April 2006. Your Guide to Lowering Your Blood Pressure with DASH: DASH Eating Plan. How much sodium in a serving: www.americanheartassociation.org Session 14 – Goals: Revisit, Revise, Reward www.effective-time-management-strategies.com/goal-setting-activities.html Session 15 – Pay Yourself First—Save and Create Assets

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Different Types of Savings Accounts: www.gemoney.com/everydaymoney/budgeting/savings/wealth.html Adapted from: FDIC Money Smart: Financial Education Curriculum Session 16—Understanding Your Credit Adapted from: FDIC Money Smart: Financial Education Curriculum Session 17—Doing Your Thing—Small Business Development Checklist For Creating A Small Business: www.nccommerce.com/en/BusinessServices/StartYourBusiness/StartupChecklist/ Assess Yourself As A Potential Business Owner and Self Analysis: UNC Small Business and Technol-ogy Development Center Business Start Up Planning: www.sbagov/smallbusinessplanner/index.html Business Plan Outline: http://www.pasbdc/index/services/bizplan.asp Session 21—Focus On the Positive Causes of Stress-adapted from: WebMD Session 23—Let’s Go Grocery Shopping! 33 Ways to Save When Grocery Shopping from: Bankrate.com

References Continued