life skills journey 7-10 facilitator manual

Facilitator Manual

Ages 7-10

Métis Settlements

Life Skills JourneyAges 7-10

Facilitator Manual

Principal Author: Fay FletcherMatthew BelhumeurJune Cardinal-Howse

Shelley HandelAlicia Hibbert

Debbie Ladouceur

Susan LadouceurFiona Robertson

04 Table of Contents

Introduction to the Life Skills Journey Program 8

Communication Skills 13Activity 1: Identity Portfolio 15Activity 2: Discuss Verbal and Nonverbal Communication Styles 16Activity 3: Movement Sentences 16Activity 4: Telephone 17Activity 5: In Good Order 18Activity 6: Discuss the Importance of Expressing Feelings in an Appropriate Way 18Activity 7: Guess the Emotion 19Activity 8: Discuss Ways That Kids Can Be More Outgoing & Why This Is Important 19Activity 9: Blindfolded Forest Walk 20Activity 10: Blind Art 21

Community & Neighbourliness 27Activity 1: Communication Skills Review 28Activity 2: Discuss What a Community Is 28Activity 3: Community History 29Activity 4: Discuss the Many Communities That Campers Belong To 29Activity 5: Discuss the Importance of Being a Part of a Community 30Activity 6: Around the World With a Hula Hoop 31 Activity 7: Giant Stick Figure 31

Kinship 35Activity 1: Community & Neighbourliness Review 36Activity 2: Discuss the Concept of Kinship 36Activity 3: Respectful Relationships 37Activity 4: Describe a Variety of Family Relationships in the Community 38Activity 5: Family Tree 38Activity 6: Discuss Roles and Responsibilities Within the Family 39Activity 7: Family Role Models 41Activity 8: Guest Role Model 41

Self-Esteem 45Activity 1: Kinship Review 46Activity 2: Discuss Self-Esteem and Self-Identity 46Activity 3: Your Life Story 47Activity 4: Parachute Games 48Activity 5: Discuss Personal Strengths 49Activity 6: What Are My Strengths? 50Activity 7: Talent Show 51Activity 8: What’s In Your Name? 51Activity 9: Identity Portfolio Part 2 52

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Anger & Conflict Resolution 55Activity 1: Self-Esteem Review 56Activity 2: Discuss What Conflict Is 56Activity 3: Explain Strategies to Deal With Conflict in a Healthy and Positive Way 57Activity 4: Help Children Identify the Physical Signs of Anger 59Activity 5: Angry Giants, Dancing Bears 59Activity 6: Explain Steps Children Can Take to Manage Their Anger 60Activity 7: Do-It-Yourself Stress Balls 61

Bullying 63Activity 1: Discuss What Bullying Is 64Activity 2: Talk About Different Types of Bullying, Including Bullying That is Not Physical 65Activity 3: Encourage Children to Speak Out About a Time They Felt Bullied 66Activity 4: Meeting the Bully’s Conditions 66Activity 5: Encourage Children to Take Action to Avoid Being Bullied 67Activity 6: Discuss How Children Can Help Others Who Are Being Bullied by Acting as an 68 Upstander, Rather Than a Bystander Activity 7: Bullying Role-Play 69Activity 8: Identify Trusted Adults That Children Can Go to When They Are Being Bullied 69Activity 9: Emergency Contacts 70Activity 10: Bullying Contract 71

Alcohol 75Activity 1: Anger & Conflict Resolution + Bullying Review 76Activity 2: The Beast 77Activity 3: Explain What Alcohol Is and How it Can Harm The Body 77Activity 4: Word Search 78Activity 5: Role-Playing 78Activity 6: RCMP Guest Presentation 79Activity 7: Discuss Why People Choose to Drink Alcohol 79Activity 8: Discuss How Much Alcohol Is Too Much 79Activity 9: Discuss Refusal Skills For Peer Pressure 80Activity 10: True-False Quiz 81Activity 11: Bag Decoration 81

Smoking & Drugs 87Activity 1: Alcohol Review 88Activity 2: Explain What Is in Cigarettes and Why People Smoke Cigarettes or Chew Tobacco 88Activity 3: Explain How Cigarettes and Chewing Tobacco Can Harm the Body 90Activity 4: Explain Changes in the Rules About Smoking on the Settlement 91Activity 5: Discuss the Effects of Pot (Marijuana) Use for Kids and Youth 91Activity 6: Put Refusal Skills Into Action 92Activity 7: Rabbits 93

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LIFE SKILLS JOURNEY - AGE 7-10 - FACILITATOR MANUAL This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/ca/. Printed in Canada.

Table of Contents

Media Messages 95Activity 1: Explain That Media Sends Us Messages in Advertisements Through Magazines, 96 TV and on the Internet Activity 2: Explain the Ways That Advertisers Try to Get People to Buy Their Products 97Activity 3: T-Shirt Brand 98Activity 4: Explain How Advertising Techniques Create False Standards 98Activity 5: Self Portrait 99Activity 6: Body Trace 100

Grief & Loss 103Activity 1: Smoking & Drugs + Media Messages Review 104Activity 2: Identify Loss in Its Many Forms 105Activity 3A: Letting Go Letter 105Activity 3B: Canoe Release 106Activity 3C: Memory Box 106Activity 4: Discuss Who Children Can Talk to When They Are Sad 107Activity 5: Help Children Understand How to Comfort Others 107

Hopes & Dreams / Spirituality 109 Activity 1A: Encourage Children to Identify Their Personal Values 110

Activity 2A: Discuss Having Respect for Other People’s Values 112Activity 3A: Tree of Hope 113 Activity 1B: Discuss Having Respect for Other People’s Beliefs 115Activity 2B: Encourage Children to Identify Their Personal Values 116Activity 3B: Sharing Circle of Beliefs and Values 117 Activity 4B: Tree of Hope 117

Program Wrap-Up 121Activity 1: Sharing Stories 122Activity 2: Personal Pledge 123Activity 3: Box Town 123

References and Acknowledgements 125

Drawing By:Larissa Heron, Buffalo Lake Métis Settlement

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What is this Program About?

The Life Skills Journey program is a community-grounded life skills training program that focuses on substance abuse and bullying prevention. The program was developed by the Buffalo Lake advisory committee and University of Alberta partners.

This program teaches children about self esteem, communication, and respect for differences. The program also teaches children how to be positive community members and kin, how to say no to peer pressure, how to stand up to bullies, and how to deal with grief in a healthy way.

Peer Pressure

Peer pressure refers to the feelings of pressure that teens experience when they are encouraged or coerced by others to think or behave in a specific way. Peers play an important role in the social and emotional development of children and adolescents. Youth rely on their peers for social support, which is why peer pressure is an important factor in education - peers actually learn more when they learn from each other!

Peer pressure can come from a variety of places, including: friends, media, and yourself. Peer pressure can influence your sense of belonging, confidence, and self-esteem. Teens who experience more peer pressure are likely to consume more alcohol, drugs, and cigarettes and don’t do as well in school.

Peer pressure can be either positive or negative. Negative peer pressure is often dangerous, goes against school/parental rules, and personal values. Positive peer pressure is often overlooked - it refers to positive influence from someone to do what is right. Below are some examples of both positive and negative peer pressure:

Negative Peer Pressure

• Convincing someone to skip school

• Getting someone to vandalize with you

• Bullying

Positive Peer Pressure

• Helping someone with their studying

• Convincing someone to volunteer with you

• Making friends with someone and encouraging others to be nice to them

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Certain personality traits make some children and adolescents more vulnerable to peer pressure and risk taking. These traits include:

• Low self esteem

• Lack of personal interests

• Feeling isolated from peers and/or family

• Poor academic abilities or performance

• Fear of one’s peers

• Lack of strong ties to friends

• Close bond with a bully

Resiliency

For many children, the transition through early childhood towards the teenage years can be challenging and can involve participating in more risky behaviours, including failing at school, skipping school, substance abuse, violence, and negative peer involvement.

Resiliency is a strength that a child may have due to protective factors in his/her life.

Protective factors include:

• High self-esteem

• Spirituality

• Caring school environment

• Supportive adult relationships

There are three main areas that influence resiliency: personal attributes, family characteristics, and external support systems such as peers, school, and the community.

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats, or even significant sources of stress. Resilience is not a trait that people either have or do not have. It involves behaviours, thoughts, and actions that can be learned and developed. Teens can overcome adversity and stress-related conditions to lead normal and productive lives into adulthood.

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Kids develop positive character traits when they mimic the positive qualities of significant people in their lives. Children do not develop their personal qualities by being told how to think and act. Instead, they imitate the qualities of someone they value due to their desire to be liked - this is called social learning, meaning children learn through interacting with other people. As a facilitator, it is important to demonstrate positive qualities, known as core competencies, to the children.

Core Competencies

The following list of strengths are the foundational attitudes, skills, and knowledge directly related to social capacity, well-being, and success:

• Adaptability (the ability to be flexible in changing situations)

• Social connectedness (having a social support network)

• Sense of agency (the idea that even children can make choices)

• Moral directedness (having an idea of one’s morals and values)

• Spiritual eagerness

• Passion (a strong interest in a hobby or cause)

• Strengths-based aptitude (looking at your strengths rather than your weaknesses)

• Persistence (an interest in seeing something through)

• Managing ambiguity (dealing with situations that aren’t black and white)

• Emotional connectedness (having someone you can talk to about your feelings)

What does this mean for the facilitator? Facilitators have key strengths within themselves that will bring out these competencies in children and youth. Facilitators:

• Are empathetic

• Communicate effectively and engage in active listening

• Understand the need to think and behave positively, even in hard circumstances

• Care in ways that youth feel special and appreciated

• Accept youth for who they are and help them to set realistic expectations and goals

• Help youth experience success by identifying and reinforcing their own strengths

• Help youth realize that mistakes are experiences from which to learn

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• Support the development of responsibility, compassion, and a social conscience by providing youth with opportunities to contribute

• Teach youth to solve problems and make decisions

• Set boundaries and expectations in ways that promote self-discipline and self-worth

Mindfulness

We have incorporated mindfulness activities for the children each day in this program. Mindfulness is the attention to and awareness of the present moment, observing thoughts, sensations, and feelings without judgment. It doesn’t sound very complicated at first – but take a moment to consider our busy lives. Have you ever arrived at work and been unable to recall any details about your drive? Have you ever left home and had to turn around because you weren’t sure if you locked the door or left the stove on? The last time you visited with a loved one, were you fully engaged and listening or do you forget the details of your conversation? These scenarios are common, and reflect the fact that we often proceed through our day on “auto-pilot” mode, going through the motions and not really paying attention to what we are doing. Our minds wander, and we think about the past or worry about the future rather than focus on what is happening in the here and now. Mindfulness is a process that can teach us to notice and focus on the present moment.

Children also move through their days on auto-pilot. In some ways, they are more in-tune with the present than adults, as they feel emotions immediately, and have the tendency to react more quickly. However, they have little control over the structure of their day: they are told when to go to school, how to do their activities, and what to eat for lunch. This lack of control may lead to them going through their day without paying attention to what they are doing. When you ask a child for details about their previous day and they cannot remember, it is likely that they were not mindful of their activities rather than that they actually have a poor memory.

The effects of mindfulness are currently being studied, but many believe mindfulness is a useful approach for stress reduction. It is considered useful in addressing general well-being and stress associated with medical conditions, anxiety, depression, body image, self-esteem, and disordered eating. This is because mindfulness allows people to think about their body, feelings, and mind in a non-judgemental way.

Mindfulness is now considered helpful in everyday life, and is suitable for all ages. There are a growing number of studies showing positive effects of using mindfulness in the classroom for children and adolescents, including increased ability to pay attention, greater compassion for peers, more compliant classroom behaviour, and increased social skills. All of these factors affect a child’s resilience in the face of adversity, judgement, and peer pressure.

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The goal of the mindfulness exercises is not to turn you or the camp participants into an expert in mindfulness. Instead, they are intended to be a time in your day to set aside for quiet reflection and grounding. Mindfulness should not be mistaken for meditation, as it is not meant to achieve higher consciousness. The goal is simply to have an increased awareness of your body, mind, and feelings in the present moment, without judging these feelings or thoughts. It can be practised throughout the day and in a variety of activities.

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CommunicationSkills

GOAL

The goal of this module is to teach children about the different styles of communication, how to communicate effectively, how to be more outgoing, and who to talk to when they have difficult issues to discuss.

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Activity PlanPREPARATION

1. Print emotions cards for Activity 6: Guess the Emotion.

GENERAL CAMP SUPPLIES

• Pencils

• 8.5x11 paper

• Rock, sash, feather, or stick for “Talking Sash”

• Printed certificates (1 per child)

• Gold stars

• Question box

• Variety of craft supplies for craft table (setup at all times as a free play option) - glitter, beads, stickers, pencil crayons, etc.

• 10 pcs of bristol board for thank-you cards

• Prizes for teams - bouncy balls, Silly Putty, funny glasses

• Prizes to give each child on the last day (Ex. Funny sunglasses or toys from the Dollar Store)

• Disney movies and kid-friendly songs for Free Play

• Pencil crayons, markers, and paper for Reflection activities

• Easel, easel paper, & markers

MATERIALS

• Magazines (many types, reflecting kids’ interests)

• Glue sticks

• Photocopied children’s photos

• Small pieces of paper or cardboard

• Photocopied Emotions Cards

• One blindfold per child

• Blank paper

• Pencil crayons

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LEARN AND PLAY

ACTIVITY 1: Identity Portfolio (Time: 40 minutes)Reference: A Guide to the Film BULLY: Fostering Empathy and Action in Schools. By Facing History and Ourselves National Foundation. 2012. Brookline, MA, page 48. Available at: http://www.facinghistory.org/publications/guide-film-bully-fostering-empathy-ac

This activity should be completed on Day 1. Introduce the activity by stating that they will be making an identity portfolio that will help them think about who they are.

People have 2 identities: what people think of us and what we think of ourselves.

Materials: 2 bristol board pieces stapled together for each child, magazines, pencil crayons, paper, glue, markers, and scissors

1. Hand out the bristol board portfolios to each child. Explain that these will be used to collect their artwork throughout camp.

2. Ask the children to colour in their name on their identity portfolio.

3. Have them place words or images on the front of the portfolio that show how we see ourselves.

4. Give them time to cut out their favourite things and favourite activities from magazines. Ask them to glue these on the front of the portolio. They can also draw their favourite things and activities.

Please talk to your family members about your name tonight:

• Who named you?

• Were you named after someone?

• Why were you given this name?

Our names aren’t all of who we are, what we like, do, or think. Our favourite activities and our families also help to shape who we are.

Ask the children to also try to collect pictures of themselves and their families. These can be photocopied so they can bring the original pictures safely back home. Photocopy the take-home sheet at the end of this module and have the children take this home in their backpacks.

The remainder of this module will be completed on Day 2.

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ACTIVITY 2: Discuss Verbal and Nonverbal Communication Styles

Today, we are going to learn about communication skills. Did you know that your body language says more about how you are feeling than what you are actually saying? Good body language shows that you are confident and alert. With your bodies, can you show me how you can:

• Use open body language. Relax your shoulders, unfold your arms, use your body to face the person who you are communicating with

• Make eye contact

• Don’t fidget

• Mirror my body language to show me you’re paying attention to me

• Stand or sit up straight

• Keep your head up

ACTIVITY 3: Movement Sentences(Time: 15 minutes)

We are going to build movement sentences, using our bodies instead of words. When we use our bodies to communicate, this is called non-verbal communication. I’m going to show you a wacky movement sentence. Let’s see if you can guess what I’m doing.

1. The facilitator will perform a wacky movement sentence:

• Examples: Skipping backwards in a circle; Walking in a curved pathway at a high level (arms extended over head).

2. Children will take turns guessing what the movement sentence is.

• Note: We are not looking for an exact answer. For the second example children may come up with words like “walking”, “curvy”, “tall”, “high up” etc. and this is correct!).

Let’s see if we can practice some wacky movement patterns together. Can you…

“Hop forward slowly?”

“Gallop in a curved pathway at a medium speed?”

“Can you walk backwards in a zig zag pattern?”

Now, find a friend and practice coming up with movement sentences together. With your partner, I’d like for you to take turns. Decide who will be A and who will be B, we will change roles so that everyone gets a turn.

A is going to create a secret movement sentence, choosing three directions. You can use the posters on the walls to help you create your movement sentences.” A is going to perform his/her movement sentence for B, without using any words. B is going to

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watch the performance and then try to guess which movements A is doing.

3. Be sure to change roles a few times.

When Activity 3 is complete, discuss with the kids:• Was it easy to guess the movement sentences?

• Did you find anything confusing?

ACTIVITY 4: Telephone (Time: 20 minutes)Reference: Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. “Activity 31: Human Telephone.”Montreal: QC.

Now we will learn about verbal communication - this means speaking to communicate something.

The game “telephone” shows us how important it is to speak clearly. We respect others by listening carefully to what they are saying. 1. The purpose of this game is to pass along a message, listening well and passing on the

message exactly as you heard it. If you don’t understand the message, you cannot ask your neighbour to repeat it. You have to pass on the message the way you hear it.

2. Ask the children to sit in a circle as close together as possible.

3. Start the game by making up a short sentence. Whisper it into the first child’s ear, making sure that no other children can hear the message.

“My favorite food is...” or “My favorite sport is...”

4. Ask the children to pass the message around the circle by whispering it into their neighbour’s ear.

5. When the last child receives the message, they should say the message out loud to the group. Now, share the original message and compare how the message changed.

6. Play 3 more rounds, selecting a different child to make up a message to pass on. The message should be longer and longer each time.

Variation: If any children have trouble passing along the message, they can get together in pairs to help the message move along.

When Activity 4 is complete, explain the importance of keeping a message clear.

It is very important to pass an entire message on. For example, if you need to pass on a message to your mom to meet someone at the post office at 2pm, all of the pieces of the message need to be there. Otherwise, she might be meeting someone at the wrong time or at the wrong place!

Ask the children the following questions:

• What was the hardest part of this activity?

• What tricks would you use to pass the message along next time?

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ACTIVITY 5: In Good Order (Time: 20 minutes)Reference: Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. “Activity 22: All in Good Order.”Montreal: QC.

Introduce Activity 5 by explaining to the children that this activity will show how it can be hard to use only non-verbal communication when working together.Materials: Prepare small pieces of paper or cardboard numbered according to the number of people in the group. If there are 35 children, number the pieces of paper from 1-35.

1. Mix the numbers up and give 1 to each child. Make sure that they hold the paper against their forehead and don’t look at the number. Everyone else should be able to see the number.

2. Ask the children to get into an ordered row without looking at their own paper and without speaking. The row can be formed along the wall of the room.

3. Next, form two teams to see which one can get in order the fastest.

4. Repeat this game by organizing everyone by the first letter of their names.

When Activity 5 is complete, ask the children the following questions:

• What was the hardest part of this game?

• What tricks did you use to line up in order?

• How did you communicate without using words?

• How can we communicate better in our group?

ACTIVITY 6: Discuss the Importance of Expressing Feelings In an Appropriate Way

Expressing our feelings is something that many people struggle to do well. Some people let emotions build up inside and others seem to get emotional about everything. One of the best ways to express feelings is to use “I statements.” Using “I statements” helps others know exactly how you are feeling and they help you understand how you feel. First you should state how you feel and then connect it with an issue or event.

• “I feel hurt when I get made fun of ”

Then say what you would have preferred he/she would have done.

• “If I am doing something that is bothering you I would like you to tell me personally, otherwise I would like you to keep hurtful comments to yourself.”

When expressing your feelings make sure you DO NOT:

• Call names

• Swear

• Yell

• Blame others

• Use physical violence

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ACTIVITY 7: Guess the Emotion (Time: 10 minutes)

Introduce Activity 7 by asking the children how they could use their face and body to express a feeling, such as happiness.

Materials: Cut out cards with faces showing various emotions on them (located at the end of this module), or make your own list of emotions.

1. Separate the children into groups of 6 or less.

2. Ask the children to show emotions on their faces for the emotion card they select. Have

other kids in the group guess which emotion it is.

When Activity 7 is complete, ask the children the following questions:

• How do you feel when someone smiles at you?

• How do you feel when someone frowns at you?

• How can you tell how others are feeling?

• What can we do to make everyone feel good?

ACTIVITY 8: Discuss Ways That Kids Can Be More Outgoing & Why This Is Important

It can be difficult to be outgoing and make friends in school, especially if you are naturally a shy person. That’s why it is important to be friendly and make an effort to get to know others. Being outgoing isn’t as hard as most people think, it just takes some practice. Here are some tips you can follow to make new friends:

1. Make an effort to get more involved. There are many different ways you can do this, but here are a few suggestions: join a school or community group that interests you, ask someone you don’t know very well to study or to go for a walk, have friends over for a movie night, volunteer in the community.

2. Start small and ask others about themselves. This can be somewhat uncomfortable at first, but with practice it will become easier and easier. People love to talk about themselves; it is an easy way to get to know someone and it puts less pressure on you.

3. Try to talk to people you wouldn’t normally talk to. Even if it is about weather, or if you give them a compliment, it will give you the practice you need to feel comfortable in talking to others. Ask simple questions like, “How is your day going?”, “Do you have any plans for the weekend?”, “Where did you get your shirt? I really like it.”

4. If someone is rude or uninterested when speaking with you, DON’T worry about it! They are probably having a bad day so don’t let it affect you. Instead of becoming discouraged, congratulate yourself for trying.

5. Don’t forget to smile, it makes you seem approachable and friendly.

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Being a good communicator means being a good listener. Here are some tips to help you become a better listener:

1. Respect the other person’s view point and give them a chance to express their own opinions and beliefs.

2. Give the speaker your full attention and stop doing other things.

3. Make eye contact with the speaker.

4. Nod or shake your head in response to the speaker.

5. Listen carefully to what the speaker is saying so you can figure out how they feel.

6. Change your facial expression to ref lect the appropriate emotion.

7. Do not interrupt.

Maintaining good friendships requires good communication skills. It is easy to get along with others when we treat them how we want to be treated. If you are upset with a friend or family member, make sure that you talk to them and be honest. Never take part in gossip because this is a very destructive form of communication that leads to hurt feelings.

ACTIVITY 9: Blindfolded Forest Walk

Facilitators will observe as paired campers walk around the camp area doing a blindfolded walk. The first round (first partner blindfolded) should take approximately ten minutes. At the end of the first round of the walk, the other communication games should be played before partners switch roles.

1. Have each camper find a partner; it may be necessary to have one group of three.

2. One of the partners will have a blindfold tied around their head so that their eyes are covered.

3. With one facilitator leading the group, the non-blindfolded partner will guide their blindfolded partner.

4. Once everyone has reached the open space or returned to the starting point then blindfolds may come off. At this point the communication series of games will be played.

Variations could include following a path set by the facilitators, having a set starting point and destination, walking across a path of obstacles like pylons and chairs or a free-style walk.

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ACTIVITY 10: Blind Art

1. Campers get into groups of three. One person will be the describer and two the drawers. Each person in the group will have the chance to be a describer and a drawer.

2. The describer will draw a picture and must give the drawers instructions so that, without ever seeing it, they can replicate the picture.

3. Compare pictures once the task is complete and then switch roles.

Discussion Questions (Allow time for response after each question):

• Was this task difficult?

• What did it teach you about communication?

• What did the leader learn? What about the people who were listening? (probe: different interpretations?)

WRAP-UP

WRAP-UP (Time: 10 minutes)

1. Have children hand in their craft projects to you for safe-keeping.

2. Have the children move their canoes on the Life Skills Journey poster to the next module location. Praise the children for their accomplishments today!

3. Ensure that you took attendance today.

4. Help load the children onto the bus.

5. Clean up equipment, supplies, and garbage!

YOUR DAILY RESPONSE (Time: 10 minutes)

NOTE: Please write on additional paper if you need more room. Remember to think about both your Self-Esteem and Communication Skills activities today.

What was the most useful activity today? Why?

________________________________________________________________

________________________________________________________________

What was your overall feeling about today?

________________________________________________________________

________________________________________________________________

What would you change about the day?

________________________________________________________________

________________________________________________________________

Are there any success stories for you to share? Did any children or fellow facilitators show a lot of resiliency today?

________________________________________________________________

________________________________________________________________

Please share any challenges you experienced or saw in others today.

________________________________________________________________

________________________________________________________________

What kinds of questions did you receive in the Question Box today?

________________________________________________________________

________________________________________________________________

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EMBARASSED

SAD

HAPPY

SCARED

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ANGR Y

WORRIED

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TAKE HOME PAGEDear Guardian/Parent/Family Member,

Please help us with a summer camp activity. If you have pictures of your child and his/her family, please send a couple pictures in. We can photocopy the pictures.

Each child also needs to answer the following questions:

• Who named you?

• Were you named after someone?

• Why were you given this name?

Please talk about these questions tonight!

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Community& Neighbourliness

GOAL

The goal of this module is to help children understand the importance of being a positive member of their communities.

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1. Ask seniors/elders from the community to come to camp for Activity 3: Community History. Invite them to stay for lunch.

MATERIALS

• Obstacles - chairs, tables, and cones

• 1 large hula hoop

LEARN AND PLAY

ACTIVITY 1: Communication Skills Review (Time: 10 minutes)

Discuss any questions or lessons learned from yesterday’s content. You may also want to conduct review through an activity: Provide craft supplies such as pencil crayons, markers, and paper. Ask that the children draw a picture or write out an answer to one of the following reflection topics:

• Who can you talk to when you have a difficult issue to discuss? Some examples might be a facilitator, your kookum, a sibling, your parent or guardian, a friend, your hockey coach, or a teacher. Draw this person that can help you when you have a problem.

ACTIVITY 2: Discuss What a Community Is

Today we will learn about communities. A community can be:

• a place where you live

• a group of people who are connected by a common goal or interest

Elders are important people in the community because they have the most life experience and knowledge to pass onto children, youth, and adults. In order for you to understand your own community better, today you will speak to an elder about the community’s history. Communities benefit by the hard work of people who have been there before us.

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ACTIVITY 3: Community History (Time: 60-90 minutes)Reference: Carol Hunter-Geboy, Advocates for Youth. (1995). Life Planning Education. “History of My Community.” Page 184-186. Available at: http://www.advocatesforyouth.org/storage/advfy/documents/intro.pdf, Accessed April 14, 2012. Washington, DC.

Preparation: Questions for each child in a group to ask an elder (examples listed below)

1. Gather the children into groups with one facilitator per group.

2. Each facilitator should hand out one question per child to ask an elder and remind children that the secret to interviewing someone is to make them comfortable - we can do this by letting an elder have a lot of time to answer a question and by being respectful. Question examples:

• What did you like about the community when you were a kid?

• Would you rather live in the community when you were a kid or today?

• What are the 3 biggest changes that have happened in the community?

• Why did these changes happen?

• What would you do to improve the community?

3. Invite seniors to the site of the camp.

4. Each facilitator should seek out an elder for their group to ask their questions.

5. Finish by making sure the group thanks the elder for their time.

Ask campers the following questions:

• What do you have in common with people in your community?

• What did you learn about your community and the communities you belong to?

ACTIVITY 4: Discuss the Many Communities That Campers Belong To

Now we will think about the different communities we belong to.

Some examples of our communities might be:

• the Settlement

• Summer camp

• Hockey team

• School class

• Church group

• Tae Kwon Do class

• Riding club

• Dance club

Let’s brainstorm which communities you belong to.

Write these on an easel or whiteboard. Refer to the examples provided in the background information.

Now let’s call out things that the members of each group have in common.

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Do this for each of the communities listed.

Examples:

• Like the same music

• Like to sing

• Like to surf the internet

• Believe in friendship

Because everyone in the community is connected to each other, it ’s important to treat everyone with respect to have a happy community.

Ask the children:

• Have you noticed that we all belong to many communities of people?

• Does anyone belong to the exact same communities that you do?

Each community has it own rules, its own ways of working, its own beliefs, and its own interests. This is what we call culture.

Ask the children:

• Can you describe the culture of this summer camp group?

• Can you describe the culture of your Settlement?

ACTIVITY 5: Discuss the Importance of Being a Part of a Community

Reference the communities that you wrote on easel paper earlier.

Let’s think about a responsibility you have in two of your communities. Responsibilities are things we have to do or things that are expected of us because we are part of a community or family. Responsibilities are things you can do when you belong to a group.

Ask 5 children to share these responsibilities.

Some responsibilities you might have include:

• To help look after younger people

• To help seniors

• To help people that are ill

• To look after animals by giving them shelter and food

• To stay healthy, strong, and active (on a sports team)

• To take care of the environment

• To participate in discussions

• To identify wrongs and try to make them right

• To follow rules

• To support others, even when they are different

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ACTIVITY 6: Around the World With a Hula Hoop (Time: 20 minutes)Reference: Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. Montreal: QC. “Activity 05: Around the World with a Hula Hoop.”

Introduce Activity 6 by telling the children that they will work together to achieve something.

If everyone cooperates, everyone will succeed at this game. It is everyone’s responsibility in a community to do what is right and good for the group.

Materials: A large hula hoop

1. Have all the children stand in a circle while holding hands.

2. Have 2 children let go of their hands and place their arms inside the hoop before joining hands again. The hoop is suspended between them.

3. Every child, in turn, passes their body through the hoop so that the hoop makes its way around the circle until it gets back to where it started. Explain that they cannot use their fingers or let go of the hands of the people next to them. Encourage the children to work together!

4. Once the children have completed the circle with 1 hoop, you can increase the level of difficulty by adding more hoops.

After you’ve completed Activity 6, ask the children the following questions:

• What was the hardest part of the game?

• What kinds of tricks did you use to move the hoop around the circle?

• If you played this game again, what would you do to make it go faster?

• How can we cooperate better in this group?

• What are some things we can do everyday to include others?

ACTIVITY 7: Giant Stick Figure

Play this game with the whole group!This game is going to get all of us here at camp working together. We’re going to use our bodies to make a stick figure and then we’re going to make that stick figure complete some simple tasks.

1. Have the whole group form a stick person using a series of circles and lines to make a stick figure (if someone was looking down from above they would see all of the campers as one image)

2. Once the stick person is completed have the group move so that the stick person is following commands:

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• Your head is itchy, scratch your head

• There’s a ball at your feet, kick it

• Your shoe is undone, tie it up

• Your nose is running, wipe it

• You dropped something, bend down to pick it up

• You need exercise, do a jumping jack

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Kinship

GOAL

The goal of this module is to teach children about what kinship is and how they are related to people, including the roles of different family members.

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1. Invite a guest role model to speak to the kids. Invite them to stay for lunch.

2. Have the children invite family members, such as their Kookum and Mooshum, to join them for lunch today.

MAERIALS

• Large sheets of paper - poster or bristol board size (1 per child)

• Pencil crayons

• Family stencils

• Flagging tape

• Masking tape

• Photocopied Family Role Models handout

LEARN AND PLAY

ACTIVITY 1: Community & Neighbourliness Review (Time: 10 minutes)


• Draw a picture of a time you helped someone in the community. For example, did you help someone at hockey? Did you take care of your baby cousin? Did you share your snack with a friend? Did you help your auntie feed her horses?

ACTIVITY 2: Discuss the Concept of Kinship

Your kin are special people that you are connected to. Kin are often thought of as close family or extended family, which can include almost anyone you wish. Family does not need to live in your house or be related to you by birth or marriage. Kinship is about connection between people. Kinship can happen through family, by blood or marriage, or other kinds of relationships.

As a group, brainstorm ideas about “What makes a family”. Have one person write down ideas on a flip chart, easel, or chalkboard.

Tell me about at least three important relationships that you have in your everyday lives.

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ACTIVITY 3: Respectful Relationships

Do this activity in a large group.

Yesterday we visited a farm to learn about how we should treat animals. Let’s discuss relationships with other people now!

Allow time for response after each question. Record answers on flip-chart paper:• What do you think makes a relationship respectful?

• What type of qualities do the people in respectful relationships have?

• How do people in respectful relationships treat each other?

• What are some of the behaviours that might be seen in a respectful relationship?

Possible responses:

• Kindness

• Caring

• Love

• Friendship

• Respect

• Both people in the relationship are comfortable with the relationship

• Boundaries are respected

• There is trust in the relationship

• Both parties feel good about themselves in the relationship

• There is compromise and an equal give and take

• Good communication occurs

• There is no fear

• It’s easy to be yourself in the relationship

• It’s fun to do things with your friend and also without them

A healthy relationship requires respect, trust, communication, safety, boundaries, fairness, honesty and a willingness to work on it. Relationships are never perfect and require constant care and work, but that’s what makes them so valuable too.

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ACTIVITY 4: Describe a Variety of Family Relationships in the Community

There are many different types of families. Families can have adopted children, foster parents, stepparents and siblings, single parents, or children living with grandparents or aunts and uncles.

Some people you might have in your own personal kinship system include:

• Siblings

• Aunts/Uncles

• Cousins

• Stepsiblings

• Foster siblings

• Kookums/Mooshums

• Parent’s close friends you may call auntie/uncle

• A friend who is like a sibling

Ask the children:

• What things are the same in many families?

• Have you learned anything new about relationships in families?

ACTIVITY 5: Family Tree (Time: 45 minutes)

For this activity, be sure to help kids who are having a hard time making kinship connections. Remind the children that their kin can include someone like an auntie or like a cousin.

Now, everyone will make a family tree to see where they came from. It is okay if you don’t know a lot about your family. You should make a family tree based on who you feel is in your family because that is what kinship is all about! It is up to you to decide how many or how few people to include in your family tree.

Materials: Large sheets of paper, paint, paintbrushes, family stencils, flagging tape, masking tape

1. Have the children paint a circle in about the middle of the paper. Have them write their name or initial in the circle.

2. Have them paint a tree trunk and roots beneath this circle.

3. Using the family stencils, have the children outline and paint who is in their family along tree branches.

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• They can first paint in their guardian, parents, or other close family members that look after them. Now have them draw branches up to these people from the tree trunk.

• Have them continue to do this for their parents’ parents or guardian’s parents, using the family stencil to color them in, then connecting them by branches.

• Now have them stencil in their siblings on branches beside their circle.• Guide them to move outwards now from their parents and guardians to their

aunties and uncles or other family members. • With branches from their aunties and uncles, they can also stencil in

their cousins.4. Hang all of the family trees on the wall.

5. With flagging tape and masking tape, help children make connections between their trees based on who they are related to in the summer camp group.

After you’ve completed Activity 2, ask the children the following questions:

• What is interesting about your family history?

• How does your family contribute to the community?

• Why did your ancestors come to this community? Your ancestors are your grandparents and their grandparents, as far back as people remember and documents record.

Everyone’s first relationships are with parents or guardians. You may also feel close to one or more adults who are not your parent. These feelings are normal. Raise your hands if:

• Your family includes someone who does not live with you

• Your family tree includes an adult not related by blood or marriage

ACTIVITY 6: Discuss Roles and Responsibilities Within the Family

Family members have a responsibility to support each other. Each family member also has a role that they play in their family. Being a good listener is a role you can play in your family. Being a helping hand is another role you can play. You can play different roles depending on the gifts you have been given.

“Each of us has a gift. All people have gifts.” - Tom McCallum, Métis elder

Family members can talk each other into doing positive things (positive peer pressure), rather than negative things (negative peer pressure). Peers are usually friends or classmates, but they can also be cousins, aunties and uncles, or siblings - peers are usually in the same age group. Peer pressure happens when someone tries to convince another person to do something.

Examples of positive peer pressure include:

• You talk your cousin into helping pick up garbage

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• You talk your sister into helping with the dishes

• You convince your brother to play nicely with a younger cousin

Examples of negative peer pressure include:

• You help your cousin bully someone at school

• You encourage your sister to steal from somebody

• You encourage a friend to cheat on a test

Most people want to be liked by their peers and family members, and this feeling is normal. However, sometimes peers may ask you to do something that you know is wrong, such as bullying, stealing, or drinking alcohol (negative peer pressure).

A person that provides a positive inf luence is called a role model.

A role model:

• Sets a positive example through kindness

• Has goals and works hard to reach them

• Has positive qualities and contributions

Role models will congratulate you on good things you’ve done and encourage you. Role models will help others to succeed and include others.

Think of an individual in your family that is your role model. Look at the poster, Qualities of a Role Model, included with this manual, for examples of what to look for in a role model.

• What positive qualities does your role model have? (Successful, volunteers, shows caring and respect)

• What has your role model done to help you?

• How do you feel when you are with this person?

Young people who have positive role models are more likely to say “no” to alcohol, gambling, drugs, and bullying. Role models help us make wise decisions and can guide us through difficult times.

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ACTIVITY 7: Family Role Models (Time: 15 minutes)Reference: Teaching Tolerance: A Project of the Southern Poverty Law Center. “What We Learn From Women and Girls.” Available at: http://www.tolerance.org/activity/what-we-learn-women-and-girls, Accessed April 14, 2012; Alberta Health Services. (2002)“Radiant Role Models.” Page 81. Website address: http://www.albertahealthservices.ca/addictionssubstanceabuse/if-tch-grade4-lb-lesson8.pdf (Accessed April 15, 2012).

Introduce Activity 7 by asking each student to think of a person who is their role model in their family. If they cannot think of one in the family, ask them to think about one in the community.

1. Photocopy the family role model page at the end of this module for each child.

2. Have them write the names of their role models in the centre of the sun.

3. Have them write or draw the qualities they respect and like about their role models in the rays of the sun.

4. In the tree leaves, they should write how their role models make them feel.

Would anyone like to share who their role model is with the group?

After you have completed Activity 7, ask the children the following questions:

• In nature, what does sunlight do for leaves? Does it help them grow

• What do your role model’s positive qualities do for you? Do they make you feel good?

You can be a role model too. Think about one quality that you would like to make stronger in yourself to be a better friend and role model.

ACTIVITY 8: Guest Role Model (Time: 45 minutes)

Introduce Activity 8 by asking the children to welcome the community’s guest role model.

Preparation: Invite someone from the community or a nearby community to talk about one of the following topics:

• Achieving goals in athletics

• Achieving goals in the arts

• The value of seeing what is important in life and making good decisions about achieving these goals

• The difference a positive role model made in their life

Let’s all welcome our guest role model. Our guest role model may be part of your family. You may think of him/her as kin. Even if you don’t, you definitely belong to the same community. Family members and community members can be role models for each other. A role model is someone that is trustworthy, or full of courage, or someone who is very successful.

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After Activity 8 is complete, ask the children to help you make a thank-you card out of bristol board. Then, ask the children to think about the kind of role model they would like to be in their families and community.

Did you know that you can be someone others trust and lean on for support in difficult times? This can be your role in your family and community.

• What kind of role model would you like to be?

• Would you like to be an athletic role model?

• Would you like to be someone others can lean on when they are going through tough times?

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Self-Esteem

GOAL

The goal of this module is to teach children about self-esteem and being proud of their identities.

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Activity PlanMATERIALS

• Large parachute

• 2 pieces of bristol board/child

• Child-appropriate magazines

• Pencil crayons

• Construction paper

• Glue sticks

• Washable markers

• Scissors

• Color photocopier

• Large sheets of white paper (1 per child)

• A few mugs of coffee

• Paintbrushes

• Photocopied Take-Home Page handout

LEARN AND PLAY

ACTIVITY 1: Kinship Review (Time: 10 minutes)


• Draw a picture of a fun activity you do with your family.

ACTIVITY 2: Discuss Self-Esteem and Self-Identity

Today we are going to learn about Self-esteem.

Self-esteem is what you think about yourself and your worth. A person with high self-esteem feels very positively about himself or herself. A person with low self-esteem feels unhappy about himself or herself.

Self-image is the way you look at yourself - it is what you believe other people think about you. You can have a self-image as someone who likes basketball

How we feel about ourselves is extremely important:• Having a positive self-image can lead us to have better habits and to be successful.

• Having a negative self-image can hurt us because it can cause us to make bad decisions.

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• How you see yourself has enormous impact on how others see you.

• Before we can expect others to love and respect us, we have to love and respect ourselves.

Developing a positive self-image is something that can be learned but it takes a LOT of practice.

One of everybody’s greatest fears is that they aren’t good enough. From time to time we all feel down on ourselves and that’s OKAY. The most important thing is that we know how to pick ourselves back up again.

Anger, fear, jealousy, shame, frustration, loneliness, and stress are all powerful emotions and they can hurt our self-esteem. Sometimes we feel like our emotions control us instead of the other way around. Developing a positive self-image will help you handle difficult emotions, criticisms, and tough life events. It will also help you to show affection, be happier, and stand up for yourself.

Have children get together in a large circle. Ask the children the following questions to get to know themselves and each other better:

• What was the best thing that happened to you this past week?

• What makes you laugh?

• What makes you scared?

• What is a skill you wish you had? Why?

ACTIVITY 3: Your Life Story (Time: 20 minutes)

Reference: Personal conversation with Aaron Paquette.

Introduce Activity 3 by stating that we will think about our life stories.

Capturing our life stories helps us think about where we’ve come from and where we are going (our goals).

Materials: Large sheets of white paper, coffee, paintbrushes, and markers or other colouring utensils

1. Hand out a large piece of paper to each child. Have them fold the paper in half lengthwise and rip a long half moon on the open long side and a small half moon on each of the short sides. The final result should look like the image to the right.

2. Gently crumple, smooth out, and repeat a few times.

3. Draw a spiral in the center of the hide.

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4. Using coffee, paint over the paper outside of the spiral to make it look like a hide.

5. Starting from the inside of the spiral, have the children draw small, simple icons showing life events. These can include happy or sad things like: getting their first pet, going to the first day of school, having a family member pass away, going camping, eating a favourite food, being scared of something, playing video games.

6. When they reach an especially important life event, have them draw a line outside of the swirl and have them draw this event in a circle connected to that line.

7. When they reach the present, have them draw a line in their swirl to show that everything past this line is a goal.

8. Have them continue to draw simple icons to represent their future, including their goals.

After you’ve completed this activity, ask if any children would like to share parts of their stories and allow anyone interested to talk about their activity in front of the group.

ACTIVITY 4: Parachute Games (Time: 30 minutes)

Now we are going to play a fun game with parachutes. We will get to see some of the things we have in common with the other kids here.

Materials: A large parachute with enough spots to hold onto for each child

1. Have the kids each grab a handle on the parachute.

2. Have them lift and bring down the parachute, making big, rough waves or little, tiny waves. Make a mushroom and have everyone sit underneath the parachute, with their bums sitting on the edge to create a big dome inside. Return to holding the parachute while standing.

3. Give every child a number, making sure there are at least 2 children for each number.

4. Lift the parachute and call out a number. Have the children drop their holds and run under the parachute to grab the hold of the other person with that number.

5. Have the group make waves with the parachute. The leader calls out, “1, 2, 3!” On “3” the group lifts the parachute up as high as they can. The leader shouts, “I am ____________”, and whoever identifies with the “I am” statement runs under the parachute to find a new place.

I am...

• A person that has ridden a horse!• A girl!• A brother!• Someone who like to eat moose steaks!• A hunter!• A hockey player!

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After you’ve completed Activity 4, sit in a circle with the children and discuss the following questions:

I noticed that sometimes lots of kid ran underneath the parachute. This meant that you had a lot in common. Other times only a few kids changed places.

• Do you think that means we’re all different?

• Is it okay to be different?

• Is it okay to be great at some things and not so good at others?

We all have things about us that we share with others and things about us that make us unique. This is part of our identities. We are all special in our own way.

• What do you have in common with the person beside you?

• In what ways are we all alike in our group?

• In what ways are we all different?

ACTIVITY 5: Discuss Personal Strengths

First let’s think about our strengths as a group.

Children might suggest things (or leaders may have to prompt for responses) like, “Everyone is included, everyone can play, we’re good listeners.”

• What are our strengths?• What have we done really well today?• What are we really great at as a community?

Doesn’t it feel good to think about all of the things we are great at?

Now let’s think about strengths that each of us have ourselves.

1. Think about things you like about yourself. This is part of your positive self-image. What are some things that you are the best in the world at doing?

Give them examples of 2 things each facilitator likes about themselves.

2. Set goals for yourself and praise yourself every time you achieve it. Can anyone think of a goal they’d like to accomplish? How would you praise yourself when you achieve it?

Give them examples of goals they can achieve (Examples: doing better in school, trying something new) and how they can praise themselves (Examples: taking time to relax, having a treat, telling yourself you did a great job).

5. Encourage others. Seeing the positive in your friends and family will help you see how fantastic you are!

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6. Think about what you are grateful for in your life. Doing this helps us focus on the positive.

Give them examples of things you are grateful for (Examples: Being healthy, having a pet, having a loving Kookum)

7. Eat healthy and be active! Both of these things can make a really big difference in the way you feel and will help you get a good night’s sleep.

When you eat healthy (for example, when you have a fruit instead of chips for a snack), you have more energy. This can help you be more active (for example, playing outside instead of watching TV for fun). Being active makes you sleepy, so you get a good night’s rest!

8. Hang out with people that make you feel good.

9. Smile! It’s the easiest and quickest way to make you and others feel better.

11. Focus on your personal best instead of comparing yourself to others.

For example, let’s talk about running. Not all of us are fast runners. What’s important is that you strive to run faster than you did before. It’s not important that you can’t run as fast as someone else.

If you change the way you think you can change the way you act. This is because our thoughts inf luence the way we act. Simply put, positive thinking will result in positive actions, which will lead to SUCCESS! Everyone has the choice of challenging themselves to do better and everyone has it within themselves to be a great success.

ACTIVITY 6: What Are My Strengths? (Time: 5 minutes)

Introduce Activity 6 by letting the group know that we will think about strengths each of us has. Our strengths can be hard to see in ourselves, but there are many different types of strengths. 1. Give the children at least 2 examples of your own strengths. Show at least one of these

strengths with your body.

2. Help them identify three strengths. Make sure you try to guess what they are showing you and that you include each child when you ask about what they are showing you with their bodies. Ask the group:

• Can you show me with your body one thing you are really good at?• Examples: Singing, Handwriting neatly, Running fast, Doing well in school,

Playing volleyball, Playing nicely with your dog• Can you show me with your body one activity you love doing?

• Examples: Playing the fiddle or guitar, Playing hockey, Drawing or painting, Dancing, Climbing on the monkey bars

• Can you show me with your body one way you help other people?• Examples: Being helpful with dishes, Sharing toys, Caring for younger siblings,

Being nice to others

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ACTIVITY 7: Talent Show (Time: 40-60 minutes)

Invite kids to show off their strengths by performing a talent show. Some kids may want to tell a joke, sing, or dance, and some may want to perform in a group. Encourage each child to participate.

ACTIVITY 8: What’s In Your Name? (Time: 20 minutes)

Introduce Activity 8 by sitting in a circle with the children and leading a discussion using these questions:

• Do you like your name?• Were you named after someone?• How do you feel when someone spells or says your name wrong?• Do you have a nickname you like?

Our names are part of who we are. It is important to call people by their names correctly in order to show them respect.

1. Have the group write out their first and last names vertically down on a sheet of paper. Alternatively, they can use a nickname for this activity.

2. Have each child write a positive word after each letter that describes who they are. Alternatively, you can have each child say a word for each letter in their name, using the list below to help you lead them in this activity.

A = Awesome, Artist, AmazingB = Brave, BouncyC = Courageous, Caring, ConsiderateD = Dancer, DaringE = Extraordinary, EnergeticF = Fiddler, Friendly, Funny, FairG = Generous, Guitar playerH = Happy, Hopeful, HelpfulI = IntelligentJ = Jolly, JazzyK = Kind, KnowledgeableL = Loyal, Lovely, Leader, ListenerN = Nice, Neat, Nifty

O = Outstanding, Open, ObedientP = Patient, Pretty, PositiveQ = Quiet, QuickR = Respectful, Role modelS = Super, Sweet, Special, Singer, SupportiveT = Tolerant, Trustworthy, Truthful, TerrificU = Understanding, UniqueV = VibrantW = Willing, WiseX = (E)xcitingY = Youthful, YoungZ = Zealous, Zany

3. When everyone is finished, ask:

• Who would like to show us the first letter in their name with their body?• What positive word did you use for that letter?

After you’ve completed Activity 8, remind the children:

A name is just one part of our identity. Other parts of our identity include who our family is, our language, where we were born and grew up, and our religion. All of these things make up our self-identity.

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ACTIVITY 9: Identity Portfolio Part 2 (Time: 20 minutes)Reference: Teaching Tolerance. “Identity Posters.” www.tolerance.org/print/activity/identity-posters, Accessed April 14, 2012.

Did you talk to your family members about your name? Did you bring any pictures showing your favourite activities or your family?

Materials: Magazines of many different types, glue, children’s photos, color photocopier

1. Have the children work on their identity porfolios with the additional information they found out about their names and the photos they have brought in. Children who weren’t able to get this information can work on colouring in their name and drawing in their family members.

2. Photocopy the photos the children bring in so that they can return the originals back home. Have them paste these photocopies on the back of their identity portfolios. We put them on the back because family can be our backbone and support.

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Anger & Conflict Resolution

GOAL

The goal of this module is to teach children about ways they can resolve problems and deal with anger in a positive and healthy way.

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• Uncooked rice or sand • Balloons (1 per child)

LEARN AND PLAY

ACTIVITY 1: Self-Esteem Review (Time: 10 minutes)

Discuss any questions or lessons learned from yesterday’s content. You may also want to review through an activity: Providing craft supplies such as pencil crayons, markers, and paper. Ask that the children draw a picture or write out an answer to one of the following reflection topics:

• Name something that you are good at doing and draw a picture of you doing it.

• Draw yourself learning a new skill.

ACTIVITY 2: Discuss What Conflict Is

Next, we are going to learn about conf lict. Conf lict happens when people disagree. Conf lict is a normal part of healthy relationships. People are not going to agree all of the time and that is okay.

Conf lict also happens when a person doesn’t get what he or she wants and feels they have been treated unfairly.

Conf licts are a normal part of everyday life. Because conf licts are normal, it is important to know how to manage conf lict peacefully.

You can respond to a conf lict in 2 ways - with a violent or a non-violent response:

1. A violent response is called confrontation. This response will make the conf lict worse.

• Violence can be verbal, physical, or psychological - one person tries to hurt another person

• People who choose violence know what they are doing, but sometimes even they don’t understand why they do it

• Violence often happens because people see others doing it or see it on TV or in video games

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• Most violent crimes occur because the criminal is under the inf luence of alcohol, drugs, or peer pressure

• Sometimes it looks like the stronger person wins, but the conf lict continues, so nobody has won

2. A non-violent response involves dialogue - this means you talk out the problem so you can find a positive solution.

• People express their needs (their side) and listen to the needs of the other person

• People listen with their ears and their hearts

• People try to understand the other person’s side and cooperate

• Sometimes another person mediates (helps the two people talk to each other)

ACTIVITY 3: Explain Strategies to Deal With Conflict in a Healthy and Positive Way

Now, let’s talk about how we can deal with conf licts in a healthy way. The first step to resolving conf lict is to recognize that there are conf licts. To solve a problem, we must all see that there is a problem.

Kids should express their emotions while resolving a conf lict. It is normal to get angry sometimes and to want to express that anger. While it is normal to feel anger, it is never acceptable to take that anger out on others.

If you are really upset about a situation, it is helpful to say, “I think we both need to think about what each other has said. Let’s take some time to cool off and we can talk about it later when we both feel calm”.

There is a 5-step process to resolving conf licts that we can all use:

Step 1: Calm down• Only deal with conf lict when both people are not too upset, when it is the right

place, and when there is enough time to have a discussion

Step 2: Discuss the situation• Try to understand the other person. Put yourself in their shoes to see why they

might be as upset as you are.

• Listen to what the other person has to say and DO NOT INTERRUPT.

• Do not insult the other person

• Both people state what they need or want using “I” statements: “I feel hurt when I’m not included.”

• Each person listens to the other person and asks any questions to make sure they understand

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Step 3: Think of solutions• Compromise - Come to a middle ground where both people lose a little and gain a

little. You need to give up something to get something else you want more.

• Both people brainstorm solutions

Step 4: Decide on a solution• Both people agree on a solution

Step 5: Act on your solution! • Make sure that you also evaluate your solution to see if it worked

The main purpose of these tips is to help you interact with your peers in a healthier manner. You will begin to develop better social skills and these can lead to making better decisions as you grow up and meet different challenges in life.

Now let’s go through an example where kids might need to compromise.

Two kids are riding a school bus on a field trip. They both want to sit with their friend Sally. There is only room for two kids in the seat, so they have to decide who is going to sit with Sally.

• In a respectful way, both kids should say what they want and why. Each child should listen to the other and try to understand where they are coming from. They could say:

• “I would like to sit with Sally because I wanted to tell her about my weekend.”

• “I have been feeling sad lately and I know Sally will tell me a funny story to cheer me up.”

• To negotiate: Both kids talk about who should sit with Sally and why. One kid could share their chocolate bar with the other kid in order to be able to sit with Sally; they could decide to take turns sitting with Sally for half of the day.

• Decide on and agree to the solution. Each of these examples involves a compromise.


• When do people have trouble with conf lict?

• What are the good points about compromising? Does a peaceful agreement mean less hurt feelings?

• What are the bad points about compromising? Will you always get your way?

• Can you share a time when you made a compromise?

• What can you do if neither of you come to an agreement? Can you ask someone else to help you decide on a solution?

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ACTIVITY 4: Help Children Identify the Physical Signs of Anger

Anger is our body’s way of telling us that there is something wrong. But it turns from helping us to hurting us when we cannot express it in a healthy way. It can stop us from thinking clearly and may lead to us hurting ourselves and others around us. Anger can lead to unsafe choices such as violence or drug use.

Some of the effects of anger include:

• Higher heart rate

• Sweating

• A hot or tense (tight) feeling in your neck, hands, and face

• Faster breathing rate

• Louder voice

You may also notice that you have your own unique signs that happen when you become angry.

ACTIVITY 5: Angry Giants, Dancing Bears (Time: 15 minutes)

Introduce Activity 5: Angry Giants, Dancing Bears by telling the children that they are now going to play a game where they show with their bodies what it feels like to be angry.

1. Tell the children that you will call out “Do you see what I see? I see ______.” Whatever you call out, they should act out with their bodies.

2. Have one instructor call out:

• “Do you see what I see? I see angry giants!”

• “Do you see what I see? I see grumpy bears!”

• “Do you see what I see? I see a mad moose!”

3. Ask the children:

• “Do you feel hot now? Does your face hurt from looking so mad? Do your feet hurt from stomping?”

4. Now, have everyone take a deep breath and hold it for a count of 10 seconds to get all of the angry feelings out of their bodies.

5. Ask the children to act out whatever you call out again.

• “Do you see what I see? I see happy giants!”

• “Do you see what I see? I see dancing bears!”

• “Do you see what I see? I see a joyful moose!”

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After you’re finished Activity 5, ask the children:

• Can you think about a time when you felt angry?

• What do you do with your body when you are angry? Do you stomp around? Do you make faces?

ACTIVITY 6: Explain Steps Children Can Take to Manage Their Anger

Next we will learn that it’s okay to feel angry, but there are ways to keep it in control!

Once you notice the signs of anger, you can learn to deal with the anger. It can be very powerful to know that YOU are in control of your feelings and only YOU choose how you feel and act.

Here are some ways that people can deal with their anger:

• Deep breaths!

• When you feel like it’s getting to be too much, just take 3-4 deep and slow breaths and you will begin feeling calm.

• Distract Yourself

• Go for a walk or bike ride

• Take a shower

• Play an instrument

• Listen to music

• Think Positive

• Talk yourself down from the anger - don’t assume the person you are mad at is out to get you. Tell yourself that they have reasons for doing what they are doing that may have nothing to do with you.

• If you feel like you are getting angry and about to lose it, try to think of something that makes you happy.

• Write it Down

• When people write down their emotions, this can help them feel better after a conf lict or when feeling stressed.

• You may find out that you are angry with yourself or that you don’t agree with rules, but are taking it out on another person. You may also discover you actually feel hurt or afraid and these feelings are coming out as anger.

• Consider getting a special book and try writing down things that made you upset but also things that made you feel better.

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ACTIVITY 7: Do-It-Yourself Stress Balls (Time: 10 minutes)

Reference: http://mommyfootprint.com/the-perfect-home-made-play-dough-recipe/

Introduce Activity 3 by letting the children know that one way they can deal with anger is by squeezing a stress ball to calm themselves down.

Materials: Balloons (1 per child), uncooked rice or sand, paper to make a funnel

1. Show the children how to make a funnel using a piece of paper. Fill a balloon with rice or sand and tie the end of the balloons to seal it.

1. Show the children how they can release stress and tension by squeezing their new stress ball. This is one healthy way to get out the anger we sometimes feel.

After you’ve completed Activity 3, ask the children the following questions for discussion:

• Is it normal to be angry?

• What are some signs of anger?

• Did you learn new ways of dealing with anger?

• What can we do together to deal with anger when we feel it or see it in our group?

If you feel that you are not safe when you’re around angry people, find a safe place to go - your room, outside, move to a group of adults when you’re in a public place, or go to the office at school - or call an adult that you trust. This will be part of your safety plan that you will develop in a couple of days.

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Bullying

GOAL

The goal of this module is to teach children about the different types of bullying, why it is wrong, and how to prevent it.

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• Large pieces of paper (1 per child)


• Photocopied Bullying Survey, Emergency Contacts, and Bullying Contract handouts

LEARN AND PLAY

ACTIVITY 1: Discuss What Bullying Is

Today, we’re going to talk about bullying. Let’s brainstorm what bullying is. How do bullies act? What is a bully like?

Write definitions and words on an easel or board.Bullying happens when a person or group of people insult, threaten, beat up, or force another person to do something they do not want to do. Bullying can happen at any age.

We can remember what bullying involves by thinking of the ABCs of Bullying:

• A = Attitude (the bully has jealousy, anger, and other negative emotions)

• B = Behavior (the bully insults or beats up another person)

• C = Consequences (the victim experiences physical and/or emotional hurt)

Bullying happens to a lot of kids. Most kids have been bullied or teased. Bullying bothers everyone, not just the kids who are getting picked on. Bullying can make a community a place of fear, leading to more violence and stress for everyone.

NOTE: The following discussion questions might be especially sensitive for children. Only engage in this discussion if you feel your training has prepared you for this. Remind children that if they need to talk to someone, you can provide emergency contacts. Parent contact information is on the registration forms.

Ask the children the following discussion questions:• Have you ever felt lonely or left out at school? How do you feel when this happens?

• What is lunch time like at your school? Who do you sit with and what do you talk about?

• What is it like to ride the school bus?

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• Do you ever see kids calling other kids names or teasing them? How does this make you feel?

• Do you or your friends ever leave other kids out of your activities?

• Have you ever been scared to go to school because you were afraid of being bullied?

ACTIVITY 2: Talk About Different Types of Bullying, Including Bullying That is Not Physical

Bullying is not always physical. Other types of bullying include:• Using hurtful words to make fun of another person

• Ignoring or excluding someone from the group

• Throwing things at another person

• Spreading rumours

• Using mean or strong words to pressure someone into your way of doing things

• Cyberbullying includes name calling online, creating false profiles to fool someone, and posting mean messages

Even if you use hurtful words as a “ joke,” these words can cause:

• Lower self-esteem

• Stress and worry

Using hurtful words will often lead to:

• Physical violence

• Hurt that can last a lifetime

• Making a group feel unsafe and unwilling to open up freely

Let your group know that you will talk about how to make a group safe and bully-free by first looking at how often children have been bullied, have seen bullying happening, or have bullied others. Using an easel, write out the following questions and ask them to the group:

• Have you ever felt left out at school?

• Have you ever had someone tell lies about you?

• Have you ever been pushed or kicked by someone?

Bullying doesn’t have to be about pushing or hurting others physically. Sometimes, bullying hurts inside. The best news is that we can all work together to make bullying history. We will talk a little bit about how bullying feels and we will talk about what every kid can do to stop bullies in their tracks.

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ACTIVITY 3: Encourage Children to Speak Out About a Time They Felt Bullied

Ask the children to think about the fact that most, if not all, people have participated in bullying against their peers.

Most of us have disliked a person because we didn’t like a quality or characteristic about them. Some of us have treated people unfairly for these reasons. We have told, laughed at, or listened to a joke that made fun of someone else.

Each of us is like a piece of paper. When we are laughed at, it is like a fold in our paper. When someone hurts us, it is like a crumple in our paper. Our paper can be smoothed out by our loved ones, but these folds and crumples will always show.

• Would anyone like to share a time when they were treated unfairly or called names? Please talk about your feelings without sharing the name of the bully.

• How can we appreciate everyone’s individual qualities?

• How can you stand up for your friend or classmate when name calling happens?

• Who can you talk to if you hear someone being called a name?

ACTIVITY 4: Meeting the Bully’s Conditions (Time: 25 minutes)Reference: Play It Fair: Human Rights Education Toolkit for Children. (2008). By: Equitas - International Centre for Human Rights Education. Montreal: QC. “Activity 40: Bullying.”

Introduce Activity 4 by explaining that the children will learn what it means to intimidate another person by singling people out and how this can harm others.

1. Have the children stand in a line at one end of the activity area.

2. Have the facilitator play the role of the “Bully” and have him/her stand facing the group a few metres in front of the line of children.

3. The children must ask the Bully: “Please, please, can I get across?”

4. The Bully answers them by telling them that they can get across, “Only if you...”

• Examples: have no socks on! are wearing red! have a birthday in the summer! have a hat on!

5. The children who meet the Bully’s conditions may safely cross the activity area without being chased by the Bully.

6. When these children have reached the other side, the rest of the group must try to run across without being touched (intimidated) by the Bully.

7. If a child is touched by the Bully, he/she becomes the new Bully. If no one gets touched, the facilitator remains the Bully.

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Once Activity 4 is complete, ask the children the following questions:

• How did you feel when you were not allowed to cross?

• Is bullying a problem in your school or community? Why or why not?

• Do we have any ideas of what we can do to help others when they are being bullied?

ACTIVITY 5: Encourage Children to Take Action to Avoid Being Bullied

When you’re online, you can follow these rules to avoid being cyberbullied:

• Stick to websites where you feel safe

• Guard your passwords (and use different passwords for each site)

• Limit what you are sharing on social sites, such as Facebook

• Do not be mean to others

• Choose your online friends wisely

• Always be honest to adults if you see something strange online

If you have a run-in with a bully, you can:

• Stand up for yourself

• Ignore the bully and walk away

• Go to a friend for support

• Tell an adult about what’s happening to you

Ask the children the following discussion questions:

• Have you ever seen someone be hit, threatened, or made fun of by another person? What did you do? How did you feel?

• Who is usually doing the bullying - boys or girls? Older kids or younger kids?

• Describe what a bully is like.

• How do you think bullies feel when they hurt someone else? Do you think they feel powerful and in control?

• Why do you think they bully?

• How can we help bullies understand other people’s feelings?

• What can you do now to avoid being bullied?

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ACTIVITY 6: Discuss How Children Can Help Others Who Are Being Bullied by Acting as an Upstander, Rather Than a Bystander

Besides the bully and the victim, bullying involves others too. Peers are often aware of the bullying, and they must choose how to respond. Thus, the choice comes down to playing one of three roles: perpetrator, bystander or upstander:

• Perpetrators join in the bullying

• Bystanders attempt to remain uninvolved

• Upstanders take action to oppose the bullying in some way

Everyone can be a perpetrator, bystander, or upstander at different times and in different situations. When y0u see bullying, your reaction affects whether the bully feels like they are doing the right or the wrong thing. In fact, how you react to bullying has the biggest effect on whether bullying will continue:

• When you’re a perpetrator, you support the bullying by getting involved in it

• When you’re a bystander, you do nothing and the bully may think you approve of what he or she is doing

• When you’re an upstander, you show that you do not support bullying while still keeping yourself safe. Upstanders successfully stop bullying over half the time!


• Have you ever tried to help someone who was being bullied? If you did, what happened?

• What can we do to act as an upstander, rather than a bystander when we see others being bullied?

When we learned about Self-Esteem, we learned that it’s important to feel good about yourself.

• How would feeling good about yourself prevent bullying?

• What can we do to make sure bullying does not happen here? How can we help others to feel good about themselves?

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ACTIVITY 7: Bullying Role-Play (Time: 20 minutes)

Introduce Activity 7 by stating that it can be hard for children to stand up to bullies, especially if that means asking an adult to help.

1. Have the children spread out across the gym and sit down.

2. Tell the children:

• I am going to yell out a scenario to see if you can recognize bullying. If the scenario sounds like bullying you need to STAND UP against bullying by jumping up. I’ ll ask, “Does this sound like bullying?” and that is when you jump up.

3. Read out the following scenarios:

• SCENARIO 1 - One of my fellow camp leaders talks about me behind my back to another facilitator. Does this sound like bullying?

• SCENARIO 2 - Someone doesn’t let you sit with them on the bus and ignores you when you talk to them. Does this sound like bullying?

• SCENARIO 3 - One of my fellow camp leaders tells everyone on Facebook that I always show up to camp late when I come on time everyday. Does this sound like bullying?

• SCENARIO 4 - You overhear someone telling untrue stories about your friend to someone else. Does this sound like bullying?

ACTIVITY 8: Identify Trusted Adults That Children Can Go to When They Are Being Bullied

If you have seen bullying, speak up for the victim and ask the bully to stop. You can comfort the victim and offer them your friendship. By doing so, you are being an “upstander” instead of a bystander.

If you have been a bully to other kids, talk to an adult you trust about how to get along with others, ask a friend to help you stop bullying, and apologize to the kids you have hurt.

If you or someone you know is being hurt by bullying or other forms of violence, you should talk to a trusted adult - parents, camp facilitators, teachers, counselors, or older family members - to ask for help.


• Where does bullying happen?

• Have you ever talked to an adult or friend about being bullied? Did it help? Did you feel like a “tattletale”?

• What is the difference between being a tattletale and asking for help?

• How do adults in the community deal with bullying? Do they look the other way? What have you seen adults do to stop bullying?

• What could the facilitators and other adults, such as parents, do to help stop bullying?

• What else needs to happen to stop bullying?

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ACTIVITY 9: Emergency Contacts (Time: 10 minutes)

Introduce Activity 9 by stating that it is important that every child know who to contact in an emergency, whether it is at camp, at school, at home, or out in the community.

For this activity, let’s think back to our family trees from the Kinship unit. We can also think about people we included in our Community Circles activity - these are people we can go to when we have a problem.

Preparation: Photocopy the Emergency Contacts page for each child (located at the end of this module).

1. On the board, or on an easel, write out the phone number to:

• the RCMP (780-689-3622)

• Emergency (911)

• Children’s Crisis Line (1-800-638-0715)

• Child and Family Services (1-780-645-6227)

• School (1-780-689-2118)

• the Hospital (1-780-689-3731)

2. Have the children copy this out on their pages.

3. Have them also add the phone numbers for one neighbor and one friend or relative. These contacts form part of the child’s safety plan.

After you’ve completed Activity 9, remind the children that these phone numbers are part of their Safety Plan.

Your Safety Plan is how you get out of a tough situation, usually involving negative peer pressure. Remember to think about these emergency contacts and people you trust in the Alcohol and Smoking units as well.

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ACTIVITY 10: Bullying Contract (Time: 10 minutes)Reference: Teaching Tolerance: A Project of the Southern Poverty Law Center. “A Contract on Bullying.” Available at: www.tolerance.org/print/activity/contract-bullying. Accessed April 14, 2012.

Introduce Activity 10 by stating that you’d like to challenge the children to face up to bullying.

As a group, let’s face up to bullying. The biggest challenge in dealing with bullies is stopping the cycle so that others don’t have to suffer, because not all children have enough inner strength to get through being bullied.

Preparation: Photocopy the bullying contract for each child (located at the end of this module).

Materials: Large pieces of paper and markers

1. Have the group brainstorm consequences for bullying.

• Examples: Lunch “detention” with a facilitator, clean up after breakfast tomorrow, put away the supplies today, bring in equipment after we’ve been outside, make sure everyone gets on the bus.

2. Have the group agree on consequences.

3. Read out the bullying contract.

4. Have each child sign their contract, agreeing to be a positive leader in the summer camp and in their lives. Have them hand their contracts into you.

After you’ve completed Activity 10, remind the students that they now have the power to stop bullying.

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Alcohol

GOAL

The goal of this module is to teach children about how alcohol harms the body, how to develop refusal skills, and how to deal with and avoid the dangers of binge drinking.

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1. Invite an RCMP member to give a 30 minute presentation on the dangers of drinking and driving, making sure you let them know the age group of your participants.

2. Arrange with liquor stores for them to stock the finished bags from Activity 11: Bag Decoration.

MATERIALS

• Liquor store bags from nearby stores (one for each child plus extras)

• Pencil crayons


• Pylons

• Photocopied Word Search and True-False Quiz handouts

LEARN AND PLAY

ACTIVITY 1: Anger & Conflict Resolution + Bullying Review (Time: 10 minutes)

Discuss any questions or lessons learned from yesterday’s content. You may also want to conduct review through an activity: Provide craft supplies such as pencil crayons, markers, and paper. Ask that the children draw a picture or write out an answer to the following reflection topic:

• Draw a picture of you being an Upstander.

• What are the steps you should use to control your anger?

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ACTIVITY 2: The Beast (Time: 10 minutes)Reference: Play It Fair: Human Rights Education Toolkit for Children. (2008). By: Equitas - International Centre for Human Rights Education. Montreal: QC. “Activity 57: The Beast Awakens.”

Introduce Activity 2 by letting the children know that they will start the day working together on a balance activity.

1. Have the children sit 2 by 2 and back to back, linking their arms.

2. Ask them to try to stand up without unlinking their arms or falling over.

3. Continue the game in teams of 4 and then 6.

After you have completed Activity 1: The Beast, ask the children the following questions:

• Is it easy to stand up without losing your balance?

• What happens when you lose your balance?

• What tricks can we use to help the beast stand up?

ACTIVITY 3: Explain What Alcohol Is and How it Can Harm The Body

Balance is an issue when it comes to drinking alcohol. Today we learn about what happens when people drink alcohol, how this can affect kids and teens, and we will talk about binge drinking and drinking and driving.

You might know the immediate effects that alcohol has on people:

• Alcohol can make you feel pleasantly relaxed or dizzy, depressed, wild, or aggressive

• Coordination and balance are impaired

• Hearing and vision is impaired, as is reaction time

• Judgement and decision-making are impaired

• A person may say and do things they normally wouldn’t

What happens when a person has too much alcohol? Alcohol poisoning can kill you - it means you have had too much to drink to the point where you pass out. When too much alcohol is taken in by the body, your breathing and heart rate slow down and can even stop. There is also danger that the person who has alcohol poisoning may vomit in their sleep and choke to death.

How do you know if someone has had too much alcohol and might have alcohol poisoning? These are some signs:

• Disorientation or confusion

• Passing out, not able to be woken up

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• Slow, irregular breathing

• Bluish or pale, cold, clammy skin

• Slowed heart rate

• Throwing up while passed out

Remember, if you ever think you are with someone who has alcohol poisoning, you should call 911 right away.

ACTIVITY 4: Word Search (Time: 5 minutes)

Preparation: Photocopy a word search for each child (located at the end of this module).

Give the kids time to complete the word search. The solutions are located at the end of this module.

ACTIVITY 5: Role-Playing (Time: 20 minutes)

Introduce Activity 5 by letting the children know that they will be doing a role playing activity, which can act as a safety plan for them if they are pressured into drinking when they don’t want to. The goal of this activity is to give children a chance to resist alcohol, including being supportive of others resisting alcohol.

1. Split the children into groups of about 5 with 1 facilitator per group. Use the length of the gym for this activity.

2. Tell the children that, as the facilitator, you will pretend to peer pressure them into doing things. Each child that answers a way to refuse OR a way to support someone else refusing, gets to run to the next pylon. The first person to get to the end of the gym wins at resisting peer pressure!

3. Here are the peer pressure statements you can use:

• You are a loser if you don’t drink. Come drink with me.

• Everyone else is drinking. You should come too.

• My brother lets me drink with him. Your family won’t mind.

• Good friends party together.

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ACTIVITY 6: RCMP Guest Presentation (Time: 40 minutes)

Preparation: Invite an RCMP member to give a presentation on alcohol and drinking and driving.

1. Introduce the RCMP member to the group and thank them for their time.

2. Once the guest has left, ask the children to help you prepare a thank-you card for the guest.

ACTIVITY 7: Discuss Why People Choose to Drink Alcohol

Drinking alcohol irresponsibly can hurt you, others, your family, and your community. Let’s talk about why people might choose to drink alcohol:

• Peer pressure

• To deal with sadness

• To deal with anger

• They think it will help them fit in

• To cope with stressful times in their lives

By now we know that there are healthier ways to deal with anger and stress, like talking about our problems with a trusted adult or friend. Also, the more we love ourselves and know ouu strengths, the less we will feel a need to fit in.

ACTIVITY 8: Discuss How Much Alcohol Is Too Much

Even kids have probably heard someone say they had a “hangover.” A “hangover” means that a person feels tired, sick to their stomach, has a headache and/or feels dizzy. Drinking too much alcohol makes your body unwell. For adults, having 4-5 drinks in one night leads to what is called “binge drinking.”

Young people are especially at risk for binge drinking because they don’t know about the effects of alcohol on their bodies and are more likely to engage in risk-behaviour. Binge drinking greatly increases the risk of alcohol poisoning, injury, traffic fatality, and violent behaviour. Binge drinking is not responsible drinking.

So why is binge drinking such a bad idea?

• Heavy drinking leads to poor decision making skills

• Making poor decisions can lead to risky behavior

• Risky behavior can in turn lead to hurting yourself or others

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ACTIVITY 9: Discuss Refusal Skills For Peer Pressure

Some people get into binge drinking because other people around them inf luence them to do so. Peer pressure happens when others try to get you to do something you don’t want to do. Your peers are people your own age. For example, your peer may try to get you to do something dangerous. You may hear a little voice in your head telling you “uh oh, maybe I shouldn’t do that”, but your peer may try to pressure you to not listen to that voice.

Peer pressure can take these forms:

• Put downs: People can make you feel uncool if you don’t do what they tell you to do. Don’t fall for it. The more they try to make you feel uncool, the smarter you are for resisting. They’re probably nervous because they know they’re doing something wrong.

• If someone tells you, “Don’t be a loser”, you can say “At least this loser won’t feel sick tomorrow from drinking.”

• Reasoning: People may come up with reasons why it’s ok to do what they’re doing. They wouldn’t have to push so hard if it was actually the right choice.

• If someone tells you, “Your parents will never find out”, you can say, “My parents will be so mad.”

If your friends try to pressure you into drinking alcohol many times, try saying no in this way: “I’ve already told you I don’t want to. I’m making this choice for me and I would like you to stop trying to get me to change my mind.”

Now, let’s try out our refusal skills with a person beside you. One person can say, “A couple beers can’t hurt you”. Show your partner how you would refuse.

If you don’t want to drink alcohol but don’t know how to handle it when someone offers you a beer or other type of alcohol, practice your response ahead of time. What kind of reasons could you give for choosing not to drink alcohol? Here are some examples:

• No, I’d rather go play hockey

• I don’t want to drink because I want to stay in good shape so I can be great at sports.

• Drinking costs too much money. I would rather spend my money on a new video game

• No thanks, I need to wake up early

In all of these refusal examples we talked about, you can make a stand without insulting the other person. It’s important to respect others and remain calm, even if they are pressuring you to do something you don’t want to do. Be proud that you are being strong without hurting other people’s feelings.

If you find that someone continues to peer pressure you into drinking, try to avoid that person or places where you know others will be drinking.

Use your upstander techniques that you learned in the Bullying module to help friends in situations where they are being peer pressured into drinking. Help your friend stand up for him/herself.

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ACTIVITY 10: True-False Quiz (Time: 10 minutes)

Preparation: Photocopy an Alcohol True-False Quiz for each child (both pages are located at the end of this module).1. Hand out the Alcohol True-False Quiz to each child. Have each child circle the correct

answer. Read out the following questions:

1. Alcohol can make you relaxed and dizzy.2. Alcohol poisoning cannot kill you.3. People choose to drink a lot of alcohol to deal with stress or depression.4. Binge drinking includes having many drinks on one occasion.5. It is wrong to say “no” to drinking.6. Drinking too much alcohol can lead to alcohol poisoning.7. Alcohol can make you sick to your stomach.8. Drinking alcohol causes hangovers.9. Alcohol is good for your body.10. Drinking alcohol impairs your hearing and vision.11. Alcohol is more harmful to young people compared to older people.12. You cannot get addicted to alcohol.

2. Using the answers below have the students correct their own worksheets. Emphasize that nobody is being graded on the Life Skills Journey. If there are areas where a few children are having trouble, review the topic futher.

1. True2. False3. True4. True5. False6. True7. True8. True9. False10. True11. True12. False

ACTIVITY 11: Bag Decoration (Time: 20 minutes)

Next, you’re going to be the teacher. You will send a message to adults to avoid drinking and driving. The liquor store bags you decorate will be used in the liquor stores in the area.

Preparation: Arrange with liquor stores for them to stock the finished bags.

Materials: Liquor store bags from nearby stores (one for each child plus extras), pencil crayons, and markers

1. Provide each child with a liquor store bag.

2. Explain that these are the bags people are given when they buy liquor. Let them know that they will decorate these bags, asking people to make good decisions about driving while drinking. These bags will then go back to the liquor stores to be given out to people.

3. Ask that each child decorate their bags with “Don’t Drink and Drive” and related drawings.

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WRAP-UP









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Word Search

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True-False Quiz:Circle TRUE or FALSE for the following questions:

1. Alcohol can make you relaxed and dizzy. TRUE FALSE

2. Alcohol poisoning cannot kill you. TRUE FALSE

3. People choose to drink a lot of alcohol to deal with stress or depression. TRUE FALSE

4. Binge drinking includes having many drinks on one occasion. TRUE FALSE

5. It is wrong to say “no” to drinking. TRUE FALSE

6. Drinking too much alcohol can lead to alcohol poisoning. TRUE FALSE

7. Alcohol can make you sick to your stomach. TRUE FALSE

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8. Drinking alcohol causes hangovers. TRUE FALSE

9. Alcohol is good for your body. TRUE FALSE

10. Drinking alcohol impairs your hearing and vision. TRUE FALSE

11. Alcohol is more harmful to young people compared to older people. TRUE FALSE

12. You cannot get addicted to alcohol. TRUE FALSE

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Smoking & Drugs

GOAL

The goal of this module is to teach children about how smoking and tobacco harm the body and how to develop refusal skills.

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1. Consider inviting a guest speaker to talk about the traditional use of tobacco, if it is relevant to your community.

MATERIALS

• Pylons • Straws

LEARN AND PLAY

ACTIVITY 1: Alcohol Review (Time: 10 minutes)


• Draw an activity you would like to do with your friends instead of drinking.

ACTIVITY 2: Explain What Is in Cigarettes and Why People Smoke Cigarettes or Chew Tobacco

Today we are going to learn about smoking and tobacco and how they affect your body. We will also practice our refusal skills, like what we learned on the Alcohol day.

What is in a cigarette?

• A cigarette contains tobacco

• Tobacco contains nicotine – a chemical that can cause a tingly or pleasant feeling, though only for a short while. It acts on your body to cause pleasant feelings, which causes your body to crave cigarettes.

• Tobacco at its simplest is a plant that can be dried and smoked in cigarettes, pipes, and cigars or can be shredded and/or crushed to be chewed.

• Companies that make cigarettes put a lot of things into the tobacco to make it worse for you. Some of these chemicals are in bug spray and plastic

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• Aside from tobacco, the smoke produced by burning a cigarette contains over 4000 chemicals, 50 of those are carcinogens (chemicals that cause cancer)

What is chewing tobacco?

• Chewing tobacco is sold in three forms:

• Chew: a leafy form of tobacco sold in pouches. Chew is kept between the cheek and gums for several hours at a time.

• Plug: chew tobacco that has been pressed into a brick

• Snuff: a powdered, moist form of tobacco sold in tins. Users put the snuff between the lower lip or cheek and the gum. Some users may also sniff it. Using snuff is also called ‘dipping’.

• Smokeless tobacco also contains over 3000 chemicals, 28 that are known to cause cancer.

• The amount of nicotine absorbed through smokeless tobacco is 3 to 4 times as much as through a cigarette.

Usually people don’t like smoking or chewing tobacco at first. Your body knows it isn’t good for you and that it is being poisoned. Some people can feel sick to their stomachs, or even throw up the first time they try it. But many keep smoking. Why would people do that?

• People start smoking for lots of reasons, like curiosity, the idea of doing something dangerous, to fit in, or to be social with friends or family

• Young people may smoke because they think it is a way to act like an adult - 1 in 3 Métis adults smoke daily

• People continue to smoke even after they feel the negative effects of using tobacco because it causes dependence.

Dependence is when a person relies strongly on a drug or an activity even though they may be hurting themselves or others. Their body can’t handle going without the thing they’re dependent on.

Anyone who starts smoking can become dependent on it, making it very hard to stop doing it. People may feel bad about what they are doing, but their ability to make wise decisions is limited because their body experiences a strong craving for nicotine.

This craving is partly because you feel better when you first smoke, but this feeling is followed by depression and tiredness, leading the smoker to seek more nicotine just to make them feel better again.

Addictions can take a bit of time to form, so the bad side of smoking or chewing tobacco is not always obvious right away. By the time a person is experiencing the problems of nicotine dependence, it can be very hard to stop.

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ACTIVITY 3: Explain How Cigarettes and Chewing Tobacco Can Harm the Body

Smoking can definitely hurt your body:

• Tobacco is the leading preventable cause of death in Canada. One-third of cancers are smoking-related, and lung cancer is the leading type of cancer death

• Tar in cigarettes coats the lungs and throat, stains teeth, causes bad breath and gum diseases, and kills lung cells

• When you smoke, you’re inhaling over 69 kinds of poison

• Smoking is a factor in developing cancer of the throat, lung, stomach, bladder, kidney and pancreas, as well as developing lung and heart disease.

• Smoking causes shortness of breath and contributes to asthma

• Chew tobacco causes cancer of the mouth, throat and voice box. On average, half the people who get oral cancer (of the mouth) die within five years.

• In Canada, over 47, 000 people die each year from smoking; the number is around 3, 400 just in Alberta.

You breathe all the time, everyday, without even thinking about it. Your lungs are in the center of your chest and take up most of the space there. From the outside your lungs are pink and squishy, like a sponge. Turn to page 39 in your workbook to see a picture of lungs from someone who smokes and lungs from someone who doesn’t smoke.

See page 127 for images showing the effects of smoking on our lungs.

Your lungs help you breathe as well as talk, laugh, and cry. But cigarette smoke damages the trachea so that it can no longer keep dirt and other substances out of your lungs. Smoke also damages the part of your lungs where oxygen is transferred to your blood, making it hard to breathe. It damages the cells so much that the healthy cells go away and are replaced by cancer cells.

Let’s talk about some of the myths people share about smoking.

Some people might tell you chewing tobacco is safer than smoking, but this isn’t true. Chewing tobacco contains chemicals, just like cigarettes do. These chemicals cause cancer. Many minor hockey and baseball leagues have now banned the use of chewing tobacco.

Some people might say it is easier to quit if you smoke “Light” cigarettes. This also isn’t true. Light cigarettes have tar, nicotine, and other chemicals. Even clove/f lavoured cigarettes are unsafe because they contain almost twice as much nicotine and tar as regular cigarettes.

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ACTIVITY 4: Explain Changes in the Rules About Smoking on the Settlement

Smoking is becoming harder to do in public! There is a no smoking policy within buildings on the Settlement. It was a long process to put these rules into place, which came through in 2008 as a province-wide smoking policy. Work is now being done on making the same rules for smoking in cars.

ACTIVITY 5: Discuss the Effects of Pot (Marijuana) Use for Kids and Youth

Note: Avoid making any negative statements when you ask kids the following:

• What have you heard about marijuana?

• How do you know if someone is using marijuana?

• What are some names for marijuana? [pot, weed, joints, blunts]

Being careful not to glamorize the experience of marijuana, give the kids some facts about marijuana:

Drugs are things that change the way your body works. Medicines like Tylenol are legal drugs. Marijuana is an example of an illegal drug.

You might already know that marijuana can give you a dry mouth, and make you sleepy and hungry. Marijuana makes it hard to focus and keep track of time. Youth that use marijuana can have a hard time solving problems and learning.

The younger you are when you use marijuana, the more it can affect your brain development. Your brain needs more building time! Marijuana use can affect your attention span, your memory, and your ability to make decisions. This can affect your options and choices in life, both while you are young and when you become an adult.

The more frequently that people use marijuana, the more dependent they can become. This is called an addiction.

A lot of marijuana use may cause anxiety, paranaoia, and panic attacks. If you have anyone in your family with mental illness, you should avoid using marijuana as it can trigger this in you.

Give kids a chance to connect with you and ask questions if they need to. They may need you as a role model.

Does anyone have any questions about marijuana?

Next we will talk about how you can say “no” to smoking cigarettes and marijuana.

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ACTIVITY 6: Put Refusal Skills Into Action

The Alcohol module taught us that your peers are people your own age. Peer pressure happens when they try to get you to do something you don’t want to do.

Peer pressure can take these forms:

• Put downs: People can make you feel uncool if you don’t do what they tell you to do. Don’t fall for it. The more they try to make you feel cool, the smarter you are for resisting. They’re probably nervous because they know they’re doing something wrong.

• If someone tells you, “Don’t be a loser”, you can say “At least this loser won’t be suspended from school.”

• Reasoning: People may come up with reasons why it’s ok to do what they’re doing. They wouldn’t have to push so hard if it was actually the right choice.

• If someone acts like smoking makes them cool, you can say, “I know someone with asthma and I’d like to keep my lungs healthy.”

If your friends try to pressure you into smoking many times, try saying no in this way:“I’ve already told you I don’t want to. I would like you to stop trying to get me to change my mind.”

Let’s pair up with the person beside us to practice our refusal skills. One kid can say, “Cigarettes can’t hurt you”. Practice their refusal skill responses.

It is very important to make good decisions when you are being pressured by your peers to do something you don’t want to do. This can be pressure to bully, pressure to drink alcohol, pressure to smoke, or pressure to do anything dangerous, unhealthy, or wrong.

If you don’t want to start smoking but don’t know how to handle it when someone offers you a cigarette or chewing tobacco, practice your response ahead of time. What kind of reasons could you give for choosing not to use tobacco?

Here are some easy ways to say no when someone offers you tobacco:

• No, I’d rather go play hockey

• I don’t want to smoke because I want to stay in good shape

• Smoking costs too much money, I would rather spend my money on a new video game

• I don’t want to get lung cancer

• It’s really hard to quit, so I don’t want to start

• No thanks, my friends hate the smell

In all of these examples, you can make a stand without insulting the other person. It’s important to respect others and remain calm, even if they are pressuring you to do something you don’t want to do. Be proud that you are being strong without hurting other people’s feelings.

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If you find that someone continues to peer pressure you into smoking, try to avoid that person or places where you know others will be smoking.

Use your upstander techniques that you learned in the Bullying module to help friends in situations where they are being peer pressured into smoking. Help your friend stand up for him/herself.

ACTIVITY 7: Rabbits (Time: 20 minutes)Reference: Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. “Activity 12: Aliens.” Montreal: QC.

Introduce Activity 7 by letting the children know that they will do a physical activity which might make them out of breath!

1. Draw, or use tape or pylons to mark off, 2 lines on the ground about 20 metres apart. You could also use 2 facing walls.

2. Ask the children to line up along 1 of the lines facing the opposite line.

3. Explain to the children that they will be rabbits. All the rabbits will have to run across the play area to the other line, but rabbits get to run in weird ways!

4. Explain that they are not allowed to move until you say, “Go!” Give them instructions on how to cross the play area:

• Example: “Once upon a time, there were rabbits who [ran while clapping their hands]. 1, 2, 3, Go!”

5. Continue the game, calling out different instructions for the children running. Some examples:

• Run while breathing through a straw - this example demonstrates how smoking affects your lungs

• Walk with their eyes closed

• Crawl forwards and backwards

• Hold your ankles when you walk

• Skip

• Walk with your feet spread wide apart

• Scoot on your bottom across the f loor

After you have completed Activity 1: Rabbits, sit in a circle and ask the children the following questions:

• Did you have a hard time breathing?

• Do you think someone who smokes would have a hard time doing this activity?

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Media Messages

GOAL

The goal of this module is to teach the children how to be smart consumers of advertising and media.

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1. Invite family and community members to attend a Play Day with the kids.

MATERIALS

• Photocopied T-Shirt Brand handout

• Plain t-shirt (1 per participant)

• Fabric markers or fabric paint (at least 1 per child)

• Handmirrors for each child or several larger ones for the group

• Heavy paper for drawing

• Pencils

• Erasers

• Rolls of colored paper

• Pencil crayons

LEARN AND PLAY

ACTIVITY 1: Explain That Media Sends Us Messages in Advertisements Through Magazines, TV, and on the Internet

Today we are going to learn about advertising and media. Media are things that deliver messages to you - TV, radio, Internet, movies, videos, magazines, newspapers. Media can inf luence your decisions because it inf luences how you think about yourself. People see TV shows and games as showing you how you should behave or look.

The types of media are:

• Print media: T-shirts, books, magazines, billboards, newspapers, and junk mail.

• Electronic media: TV, radio, music, videos

• Often these entertain you and promote products at the same time

• New media: Computers, internet, computer games

• This is where we get most of our information about the world

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Often media messages present glamorous images. They play on a person’s desire to be popular, cool, accepted, or fun. These messages usually ignore any risks involved with the product or behavior they are trying to sell you. They don’t mention any of the bad sides of an idea, image, or product. They make products and behaviors appear normal (part of everyday life), glamourous (popular, attractive, mature, or fun), or they show you a role model.

Media can send you messages that are wrong to promote their product. For example, with alcohol and tobacco use, the most common messages are that smoking and drinking are necessary for you to grow up, that attractive people smoke and drink, and that MOST people smoke and drink. They show you that smoking and drinking aren’t so bad for you and that they are a good thing to do with friends.

ACTIVITY 2: Explain the Ways That Advertisers Try to Get People to Buy Their Products

When we look at advertisements, there are some key things we want to think about:

• Who makes money from the message? Does an alcohol company make money if they get you to buy their beer? Does this mean they want to get you to buy their beer?

• Who is the message for? Are they trying to get teens to buy their product?

• What is NOT being said, and why? Do you think a beer company talks about binge drinking and drinking and driving in their advertisements?

We’ve just talked about how advertisements can try to show you what is cool or the right way of looking or acting. Brands are another way that advertisers tell young people what is cool.


• What brands do you normally wear?

• Why do you like these brands?

• Does that brand show you have a sporty personality? A cool personality? Do they show you’re a skater?

• What brands do you wish you could wear? Why?

• What brands will you NOT wear? Why? Do these brands show you have a nerdy personality?

• Brands use commercials or ads to show you who you can be if you wear a brand. People sometimes wear t-shirts that show what group they belong to, their favourite activities, their values, or their strengths.

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ACTIVITY 3: T-Shirt Brand (Time: 20 minutes)ence: Teaching Tolerance: A Project of the Southern Poverty Law Center. “‘Unbranding’ to Encourage an Appreciation of Diversity.” Available at: http://www.tolerance.org/print/activity/unbranding-encourage-appreciation-divers, Accessed April 14, 2012; Carol Hunter-Geboy, Advocates for Youth. (1995). Life Planning Education. “Tee Shirt Symbols.” Available at: http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/1169-lessons, Accessed April 14, 2012. Washington, DC.

Introduce Activity 3: T-Shirt Brand by stating that they will learn about what a brand is and how advertisers use brands to sell products. Explain that the group will make t-shirt designs that show their individual strengths and skills.

Preparation: Photocopy a t-shirt worksheet for each child, in case they want to plan their design.

Materials: Plain t-shirt (1 per participant), fabric markers or fabric paint

1. Hand out a plain t-shirt and a brainstorming page to each child.

2. Ask each child to think about his or her own brand. This is a way of communicating about their individual self. Let them know that they can’t use logos or slogans they have already seen.

3. Have them write words or draw pictures on their brainstorming page. They can think back to their personal strengths they identified in the Self Esteem unit or the values they came up with in the Spirituality unit, use words or pictures to show their favorite activities or a goal they have reached, and show what makes them unique.

4. Give the following examples:

• Someone who plays music might put an instrument on their shirt. Someone who cares for their baby sister might draw a child on their shirt.

5. Using fabric markers or fabric paint, have them create their brand on their t-shirt. Ask them to wear their t-shirts on the last day of camp.

When they have finished Activity 1, ask the children the following questions:

• What did it feel like to think of positive or important things about yourself?

• What is one thing you learned about yourself as you did this activity?

• What is something you learned about someone in the group?

ACTIVITY 4: Explain How Advertising Techniques Create False Standards

Sometimes advertisement can show us how we should act. One way they do this is to show us what boys should like and what girls should like. A typical gender role, also called a stereotype, happens when we think men or women should act certain ways.


• How do we usually think men should act? Are all the men you know like this?

• How do we usually think woman should act? Are all the women you know like this?

Usually, these ideas aren’t right for all of the men or women we know!

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ACTIVITY 5: Self Portrait (Time: 15 minutes)Reference: Teaching Tolerance. “Looking Closely at Ourselves.” Website address: http://www.tolerance.org/activity/looking-closely-ourselves, Accessed April 14, 2012.

Introduce Activity 5: Self Portrait by stating that children will think about their identities in a safe and open way so that they can respect differences and similarities amongst the group.

We are going to do a self portrait now. One reason to look at ourselves closely is to understand who we are as physical people - this is usually what we notice about ourselves and others. It is important to find beauty in ourselves.

Materials: Handmirrors for each child or several larger ones for the group, heavy paper for drawing, sharpened pencils for each child, and erasers

1. Brainstorm on easel paper, a whiteboard, or chalkboard for the following questions:

• What is beauty? What does this word mean to you? Are there different ways to be beautiful? Do you think beauty is important? Why or why not?

2. Explain that a self-portrait is a picture you make of yourself.

3. Pass out a mirror to each student or group of students.

4. Ask students to pay attention to the shape of their face and to draw this shape on their piece of paper.

5. Now ask students to pay attention to the shape of their eyes and to draw this shape. Ask them to continue to fill in eye details.

6. Now have them pay attention to the shape and thickness of their eyebrows and draw this in.

7. Have them pay attention to the shape and size of their noses and draw this in.

8. Have them pay attention to the shape and size of their mouths and draw these in.

9. Now have them look at unique things about their faces - freckles, dimples, etc. and make sure they draw these in.

10. They can draw ears, earrings, and hair to complete the portrait.

After you’ve completed Activity 5, ask the children:

• What is beauty?

• How can you look closely at yourself to feel good?

• What are some ways we can make our camp friends feel better when we are talking about confusing things?

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ACTIVITY 6: Body Trace (Time: 25 minutes)

Introduce Activity 6 by telling the children that they will trace their bodies and write nice messages for each other so that everyone can feel good about themselves.

Materials: Rolls of colored paper, pencil crayons

1. Cut out one large piece of paper per child off of the paper roll - make sure it is as tall as them.

2. Have children work in pairs to lay down on their piece of paper while the other child traces them with pencil crayon.

3. Have each child write their name somewhere on their body trace.

4. Hang the body traces on the wall low enough that the children can write on them.

5. Have the children write something nice about each person.

6. Make sure you, as facilitators, lead the way in writing nice things about each child.

WRAP-UP










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Grief & Loss

GOAL

The goal in this module is to teach children about healthy ways to deal with grief and loss.

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1. Have the children invite family members, such as their Kookum and Mooshum, to join them for lunch today - this will help to provide support for both the kids and facilitators as you work through difficult topics.

MATERIALS

• Photocopied Letting Go Letter handout

• Pencils

• Envelopes (1 for each child)

• Paper to make canoes

• Pylons

• A coin

• 1 shoebox per child

• Magazines

• Paint

• Pencil Crayons


• Construction paper

• Scissors

• Glue sticks

LEARN AND PLAY

ACTIVITY 1: Smoking & Drugs + Media Messages Review (Time: 10 minutes)


• Draw yourself saying “NO” to smoking cigarettes or marijuana.

• Think of one way you can help others For example, are you really good at making sandwiches? Carrying heavy things? Drawing dragons? Serving your elders at a dinner? Now, make an advertisement to sell your services!

It is very important to respect what others share about their grief. Some children may feel their loss is not “big enough” to talk about when other losses seem great. We, as a whole group, need to make sure that sharing about all losses is respected. We should use the same kind of respect we used in our sharing circles when people talk about the grief they feel over a loss.

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ACTIVITY 2: Identify Loss in Its Many Forms

Grief, which is a strong feeling of sadness, can happen when a person experiences a great loss. Losses usually have a big effect in a family. Loss can include:

• Death: This includes the passing of family, friends, and pets.

• Divorce: This may include the loss of a parent in the home.

• Separation: This can include friends moving away from one parent’s home to another town or having fostered siblings in your household who leave.

Grief is emotional, physical, and spiritual. It is an expression of love for the person, animal, or object that is being grieved as well as an emotional loss. The experience of grieving affects the entire person, and is a feeling we have inside.

Anytime there is a loss, a person must be allowed to grieve. When people do not grieve over a loss, these feelings remain inside – this can make a person very ill. This is a lot like what we learned about anger - when it is held inside, we know it can cause a lot of harm.

Kids, as well as adults, need time to mourn a loss. Young people may find it very hard to talk about the intense hurt they feel. Children and youth grieving over a loss need support as well as healing.

NOTE: The following activities might be especially sensitive for children. Only engage in these activities if you feel your training has prepared you for this content.

Introduce Activities 3A/B/C by stating that while it is healthy to remember someone or something you are feeling loss over, it is also healthy to let your anger and sadness go and to say goodbye.

We need to say goodbye to let our anger and sadness go away when we are feeling a loss. You can do this by sending a message to someone or something you have lost.

Choose One:

ACTIVITY 3A: Letting Go Letter (Time: 15 minutes)

Preparation: Photocopy one handout for each child of a structured letter (located at the end of this module).

Materials: Pens, Paper, Envelopes (1 for each child), easel, easel paper, and markers

1. Get the children together into a large group.

2. Explain to the children the significance of writing a letter to a loved one. Explain that they will be writing a letter to someone or something they have lost.

3. Help the children write the letter by filling in the boxes on the handout provided. If they have a hard time writing the letter, allow them to draw a picture for their loved one instead.

4. Explain that they will do something else with this letter in just a few minutes, when it will be kept safe in a box for them.

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ACTIVITY 3B: Canoe Release (Time: 25 minutes) References: Paper Canoe: Build a Canoe. (n.d.). Retrieved from http://www.pedagonet.com/videos/canoe.htm

Materials: Paper to make a paper canoe, markers to write on the canoe

1. Give each child a piece of paper

2. Help each child fold their papers into paper canoes (video link: http://www.pedagonet.com/videos/canoe.htm):

• Fold a piece of paper in half, from top to bottom.

• Fold the right corner into the middle of the paper.

• Fold the left corner into the middle of the paper.

• Fold up one part of the bottom of the paper.

• Flip the paper over and turn in both ends of the paper.

• Fold down the triangle.

• Fold the bottom of the paper over the triangle point.

• Insert thumbs into the open canoe!

3. Have them write or draw a message on their canoes to someone, something, or a pet they have lost.

4. Go outside to a nearby river or body of water and release all of the canoes, having the children think about sending their message

5. Take a photo of the canoes as they drift away.

ACTIVITY 3C: Memory Box (Time 25 minutes)

Introduce Activity 3C by stating that a healthy way to deal with loss is to remember the person or thing you have lost.

We are going to make a memory box so you can keep the person or thing you have lost near you, through your memories.

Preparation: Print out each photo from Canoe Release, so that each child has something to put in their box.

Materials: Shoeboxes, photos, magazine clippings, pencil crayons or washable markers, construction paper, scissors, glue

1. Hand out a shoebox to each child.

2. Help each child put their Letting Go Letter into the box, if available.

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3. Using construction paper and markers or pencil crayons, ask that the children draw the someone or something they wrote their Letting Go Letter to.

4. With all of the other materials available to the children, ask that they fill the box or cover the box with pictures or drawings or clippings that remind them of the person, thing, or pet they have lost.

5. Tell the children to find words and images in the magazines that remind them of a loved one they miss. Find images of activities they enjoyed (swimming, biking, or reading), a place they liked to visit (a lake or the beach), or their favourite colour. Find words that describe the person (funny, sensitive, playful). Help the children by providing examples.

6. Give everyone who would like to do so the opportunity to share their finished memory box and tell the group about their loved one.

7. Offer to have them take their completed shoeboxes home, or to keep it safe at summer camp for them.

ACTIVITY 4: Discuss Who Children Can Talk to When They Are Sad

The most important thing you need when you are grieving is a caring adult who can listen and support you. Talking with others, including friends or relatives, can help you to understand that other people have the same struggles and feelings at times. Sometimes parents are grieving at the same time, so kids need to find other adults to help them grieve.

Through these changes that happen when a child is grieving, there is a new beginning.

ACTIVITY 5: Help Children Understand How to Comfort Others

Grief is different for everyone. Some people cry while some people do not. Some people get angry and lash out at others. Some people need to talk openly about their grief while some people only need a hug to know that you care.

What should we do when other people are grieving? It is normal to be confused about what to say or do for someone who is sad or grieving. Even adults get confused about this.

One way that you can help bring comfort to others is by asking about happy memories. Simply talking about memories can make others feel close to someone or something they have lost.

You all did a great job today learning to be respectful about others’ beliefs and values and to be sensitive about grief and loss.

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Hopes & Dreams or

SpiritualityGOAL

This module was developed with two paths to meet a variety of community needs and values: the Hopes & Dreams section is on pages 110-113 and the Spirituality section is on pages 114-118. Choose only ONE of these sections that best suit your community and your program’s goals. They are developed to be standalone options for this module. Route 1: Hopes & Dreams The aim of this module is to explore values and goal setting, and to discuss how they influence one’s hopes and dreams.

Route 2: Spirituality The goal of this module is to teach children about spirituality, encouraging them to talk respectfully about other people’s beliefs and to think about their own beliefs. Children will also explore values and goal setting, discussing how they influence one’s hopes and dreams.

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Activity Plan- Route 1: Hopes & DreamsPREPARATION

1. Invite one or several guest speakers to discuss hopes and dreams and consider how goal setting may help make hopes and dreams a reality. Each speaker can share their hopes and dreams with campers, and how these may evolve over time. Invite them to stay for lunch.

2. Ask children to bring in items that represent their values, hopes and dreams. Examples include: photos, quotes, drawings, and images of role models or heroes. If campers wish, these items can be attached to their leaf for Activity 3A: Tree of Hope

MATERIALS

• Leaves for Tree of Hope (made of paper, wood, foam core or other material)

• Materials for decorating leaves (markers, paint, stickers, etc.)

• Material for making fluffy clouds (white bristol board, wood or fabric)

• Tape or nails for assembling tree and clouds on wall

LEARN AND PLAY

ACTIVITY 1A: Encourage Children to Identify Their Personal Values

Today, we will talk about hopes and dreams. Part of having hopes and dreams is about knowing what you value. Personal values can include the qualities you expect to have in a friend, the things you want the most in your life, and the way you feel you should interact with other people.

Some common personal values are:

• Respect: If you respect someone, you honor them, you hold them in high esteem, and you treat them as an important person, even if they are different from you. You can show respect for a parent, stepparent, or other family member by obeying the rules that are set for you.

• Responsibility: To be responsible means that others can depend on you, that you will finish what you set out to achieve, that you do what is right to help other people, and that you are able to tell the difference between right and wrong. You can show responsibility by being on time for plans you’ve made with a friend.

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• Understanding: To be understanding means that you are able to put yourself in someone else’s shoes. You are knowledgeable about how another person feels. You are able to imagine what life would be like for other people. You can show understanding for a friend who is grieving over a loss of a pet by being a good listener and spending time together.

• Effort: If you value effort, you value others working hard to be caring, kind, and generous, and to be there for others. By communicating honestly with others, you are showing a value for effort in personal relationships.

• Caring: To be caring means to be interested in another person’s feelings, needs, and wants. If you care about someone, you want what is best for that person, you want to protect that person, and you will pay attention and support him/her. You can show caring by helping a family member who is sick.

When you know your personal values, it can be much easier to practice your assertive refusal skills, which you have already learned about. By knowing your values, you can see when someone is pressuring you to go against them. You can think about the consequences of going against your values. You can avoid situations that make it hard to stick to your values.

The values and beliefs that a person has affect how they think other people should be treated. For example, some people may value family first, so they focus on always taking care of family.


• What values have you been taught?

• Is this a value from your family? Your role models or heroes?

• What are some values that are common in the community?

Another way of thinking about personal values is to look at the 7 Grandfather Teachings. These are teachings about how to conduct yourself around others.

Wisdom: Wisdom is about cherishing knowledge and using your intelligence for the good of others. Maybe you know a lot about something or have experience to share. This is how you use your wisdom to help others.

Love: Love is unconditional - the more someone needs your love, the more you should give it.

Bravery: Bravery is to face your fears and enemies by doing what is right, even when this is very hard to do.

Honesty: Honesty means being brave when you are facing situations where it is easier to lie.

Truth: Truth is to be all of these things at once without lying to yourself or others.

The other two teachings have already been covered in the personal values we talked about: Respect is the same and Humility is just like Understanding.

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ACTIVITY 2A: Discuss Having Respect for Other People’s Values

It is very important to respect others’ values. This is especially important to do if respect is part of your personal values.

You probably know that many Aboriginal traditions revolve around a circle. The medicine wheel is a good example of the use of a circle. In a medicine wheel, we look at physical, emotional, mental and spiritual health. Your hopes and dreams are closely related to your mental and spiritual health. By having hopes and dreams, and by achieving them, you will be mentally and spiritually healthy.

Let’s all sit in a circle. When we sit in a circle and share what is in our hearts, this is called a sharing circle. We might share our hopes and dreams for ourselves, our families, or our community in a sharing circle. It is appropriate to only talk when it is your turn in the sharing circle. Normally, the sharing circle starts at one point and each person has a chance to talk as you go around the circle.

What do you think a sharing circle should sound like? How should it feel to participate in one?

Let’s first talk about circles you’ve noticed in nature. For this sharing circle, raise your hand when you are ready to speak. Can you think about a circle you see in summer? Can you think about a circle you see in the fall? What about a circle in winter? And is there a circle you see in spring?

Now, let’s have a sharing circle where we speak one-by-one. Let’s talk about our favourite activities.

Facilitators should begin the sharing circle so that the children feel comfortable and understand the process.

Now, let’s talk about what makes us feel happy.

Now, let’s talk about our values. Remember, it is very important that we respect everyone here and that what we share does not leave the sharing circle. It might be easier for you to talk about your values and that is okay. If you brought an item in today that is of personal importance to you, now is the time you can share it with the group.

Now, let’s talk about our hopes and dreams.

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ACTIVITY 3A: Tree of Hope

Knowing your values helps build a foundation for developing goals and achieving your hopes and dreams. As a group, we will create a Tree of Hope on the wall. This Tree of Hope will include a leaf made by each of you, and will represent each individual’s hopes and dreams. Everyone will decorate a leaf (paper, wood, or foam) with their personal hopes, dreams or goals. Facilitators will attach leaves to branches of the tree on the wall.

Let’s first talk about what hopes and dreams are. Raise your hand when you are ready to share. What is a hope or a dream? Can you think of an example of a hope or dream you had today? Can you think about a hope or dream you have for this week? This year? For the future?

Facilitators should share examples of their hopes and dreams with campers to show that regardless of age all people have hopes. This will also make the children feel comfortable and inspire them to share.

Do you think your hopes and dreams change? Why or why not?

Give each camper a leaf and ask them to create a visual display on their leaf representing their personal values, goals, hopes and dreams. They may bring in items from home that have special meaning to them (such as photos, quotes, drawings, and images of role models or heroes) or use the craft materials to write words and draw. Allow time for making leaves. Once children are finished, break into small groups for discussion.

Now, let’s talk about our leaves. Everyone will have the chance to share what they included on their leaf and why it is important to them. Remember, it is very important that we respect everyone and that everyone may have different hopes and dreams.

Discuss some of the things that campers may want to do in the future, for example career and lifestyle goals.

Facilitators will collect leaves from the campers and attach to the tree branches on the wall. Add white fluffy clouds above the tree, symbolizing dreams.

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Activity Plan- Route 2: SpiritualityPREPARATION

3. Invite one or several guest speakers representing different religions in the community - each speaker can read a story to the children, discuss their own beliefs, or speak about spirituality in general. Invite them to stay for lunch.

4. Invite one or several guest speakers to discuss hopes and dreams and consider how knowing one’s own values and setting goals ng may help make hopes and dreams a reality. Each speaker can share their hopes and dreams with campers, and how these may evolve over time. Invite them to stay for lunch.

5. Ask children to bring in items of spiritual importance to their families. Examples include: rosaries, bibles, sweetgrass, communion clothing, crosses, etc.

6. Ask children to bring in items that represent their values, hopes and dreams. Examples include: photos, quotes, drawings, and images of role models or heroes. If campers wish, these items can be attached to their leaf for Activity 4B: Tree of Hope

MATERIALS

• The Peace Book, by Todd Parr

• God’s Dream, by Archbishop Desmond Tutu

• A Faith Like Mine, by Dorling Kindersley

• Faith, by Maya Ajmera

• Faith: Five Religions and What They Share, by Richard Steckel

• Leaves for Tree of Hope (made of paper, wood, foam core or other material)

• Materials for decorating leaves (markers, paint, stickers, etc.)

• Material for making fluffy clouds (white bristol board, wood or fabric)

• Tape or nails for assembling tree and clouds on wall

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LEARN AND PLAY

ACTIVITY 1B: Discuss Having Respect for Other People’s Beliefs

When we learned about self-esteem and kinship, we learned about how unique each one of us is - we have different strengths, things we like to do, and different families. Another thing that can be different about people are their beliefs. Can anyone tell me what a belief is or an example of something you might believe in?

It is very important to respect others’ beliefs. Respect means that you treat others as if they are important and that you honor them, even if they are different from you. Beliefs are part of your spirituality. Spirituality develops deep within us - it can give us inner peace, and it can be present in all parts of our lives.

People in the community may have very different beliefs.

• Some may believe that when you accept Christ into your life you go through a major life change that happens through prayer and healing

• Some may pray to God for forgiveness and speak to God through a Priest

• Some may believe that by lighting sweetgrass, your prayers are taken up to the Creator

Every time we do a mindfulness exercise, it is like doing a spirituality exercise because spirituality is about “living in the present”, being mindful of your interactions with people, animals, the environment, your community, and most importantly being true to yourself. Spirituality can develop through making errors when you take these as learning opportunities and commit to making a change.

Now, let’s watch a short video where people will tell us about their spirituality and their beliefs.

See the Camp Administrator’s Handbook for a link to this video resource.

What do you think about what the speakers in the video have said about spirituality?

Following this video, introduce your guest speaker to the children. Ask the guest to lead the children in a discussion. Discussion questions may include:

What is spirituality? What do you think it means?

What have you been taught about a higher power?

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ACTIVITY 2B: Encourage Children to Identify Their Personal Values

Part of having a sense of spirituality is about knowing what you value. Personal values can include the qualities you expect to have in a friend, the things you want the most in your life, and the way you feel you should interact with other people.

Some common personal values are:

• Respect: If you respect someone, you honor them, you hold them in high esteem, and you treat them as an important person, even if they are different from you. You can show respect for a parent, stepparent, or other family member by obeying the rules that are set for you.

• Responsibility: To be responsible means that others can depend on you, that you will finish what you set out to achieve, that you do what is right to help other people, and that you are able to tell the difference between right and wrong. You can show responsibility by being on time for plans you’ve made with a friend.

• Understanding: To be understanding means that you are able to put yourself in someone else’s shoes. You are knowledgeable about how another person feels. You are able to imagine what life would be like for other people. You can show understanding for a friend who is grieving over a loss of a pet by being a good listener and spending time together.

• Effort: If you value effort, you value others working hard to be caring, kind, and generous, and to be there for others. By communicating honestly with others, you are showing a value for effort in personal relationships.

• Caring: To be caring means to be interested in another person’s feelings, needs, and wants. If you care about someone, you want what is best for that person, you want to protect that person, and you will pay attention and support him/her. You can show caring by helping a family member who is sick.

Different religions that community members are a part of can have similar values. Each religion has its own sets of values. Positive relationships happen when both people have similar values, even if they don’t share the same beliefs. Many values can be similar for many different religions.

When you know your personal values, it can be much easier to practice your assertive refusal skills, which you have already learned about. By knowing your values, you can see when someone is pressuring you to go against them. You can think about the consequences of going against your values. You can avoid situations that make it hard to stick to your values.

The values and beliefs that a person has affect how they think other people should be treated. For example, some people may value family first, so they focus on always taking care of family.


• What values have you been taught?

• Is this a value from your family? Your church?

• What are some values that are common in the community?

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ACTIVITY 3B: Sharing Circle of Beliefs and Values

Many Aboriginal traditions revolve around a circle. This includes spirituality. Let’s all sit in a circle. When we sit in a circle and share what is in our hearts, this is called a sharing circle. It is appropriate to only talk when it is your turn in the sharing circle. Normally, the sharing circle starts at one point and each person has a chance to talk as you go around the circle.

What do you think a sharing circle should sound like? How should it feel to participate in one?

Let’s first talk about circles you’ve noticed in nature. For this sharing circle, raise your hand when you are ready to speak. Can you think about a circle you see in summer? Can you think about a circle you see in the fall? What about a circle in winter? And is there a circle you see in spring?

Now, let’s have a sharing circle where we speak one-by-one. Let’s talk about our favourite activities.

Facilitators should begin the sharing circle so that the children feel comfortable and understand the process.

Now, let’s talk about what makes us feel happy.

Now, let’s talk about our beliefs or what spirituality means to us. Remember, it is very important that we respect everyone here and that what we share does not leave the sharing circle. It might be easier for you to talk about your values and that is okay. If you brought an item in today that is of spiritual importance to you, now is the time you can share it with the group.

ACTIVITY 4B: Tree of Hope

Knowing your values helps build a foundation for developing goals and achieving your hopes and dreams. As a group, we will create a Tree of Hope on the wall. This Tree of Hope will include a leaf made by each of you, and will represent each individual’s hopes and dreams. Everyone will decorate a leaf (paper, wood, or foam) with their personal hopes, dreams, or goals. Facilitators will attach leaves to branches of the tree on the wall.

Let’s first talk about what hopes and dreams are. Raise your hand when you are ready to share. What is a hope or a dream? Can you think of an example of a hope or dream you had today? Can you think about a hope or dream you have for this week? This year? For the future?

Facilitators should share examples of their hopes and dreams with campers to show that, regardless of age, all people have hopes. This will also make the children feel comfortable and inspire them to share.

Do you think your hopes and dreams change? Why or why not?

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Give each camper a leaf and ask them to create a visual display on their leaf representing their personal values, goals, hopes and dreams. They may bring in items from home that have special meaning to them (such as photos, quotes, drawings, and images of role models or heroes) or use the craft materials to write words and draw. Allow time for making leaves. Once children are finished, break into small groups for discussion.

Now, let’s talk about our leaves. Everyone will have the chance to share what they included on their leaf and why it is important to them. Remember, it is very important that we respect everyone and that everyone may have different hopes and dreams.

Discuss some of the things that campers may want to do in the future, for example career and lifestyle goals.

Facilitators will collect leaves from the campers and attach to the tree branches on the wall. Add white fluffy clouds above the tree, symbolizing dreams.

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WRAP-UP








NOTE: Ensure you answer these for both Spirituality and Grief & Loss activities. Please write on additional paper if you need more room.


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Program Wrap-Up

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1. Invite family and community members to attend the Box Town activity with the kids.

MATERIALS

• Certificates for each child

LEARN AND PLAY

ACTIVITY 1: Sharing Stories (Time: 20 minutes)Reference: Equitas - International Centre for Human Rights Education. (2008). Play It Fair: Human Rights Education Toolkit for Children. “Activity 41: It’s Hot...It’s Not...” Montreal: QC.

Introduce Activity 1 by letting the children know that they will now have a chance to tell about a happy moment in the program.

Let’s all share stories about a happy moment at camp. Telling stories is a way to make you happy because you are able to “get things off your chest” and take a moment to think about happy memories.

1. Have the children sit on the ground in a circle.

2. Let them know that they will use the talking stick/rock/sash to show who is speaking.

3. Ask the children to think of a special moment during the program.

4. Ask the children to think about what they liked or did not like before, during, or after this special situation.

5. Ask them how they felt or what they were thinking during that moment.

When Activity 1: Sharing Stories is complete, ask the children the following questions:

• Was it easy for you to talk about your happy moment?

• How do you think you can make it easier to express yourself?

• What did you learn from listening to each other?

• Is there anything that has come up a few times that we should talk about more?

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ACTIVITY 2: Personal Pledge (Time: 10 minutes)

1. With the children, write a pledge about healthy decision-making and peer support, using the knowledge they have learned throughout the program. They can write this on Page 54 in their workbooks.

• Example: I promise to think about what is important in my life and how alcohol, smoking, and bullying might hurt what I find important. I will make wise choices and talk with positive role models. I promise to act as an upstander and a role model. I promise to make the most of me.

ACTIVITY 3: Box Town (3 hours)

This activity requires a half day of camp to complete. Consider doing this activity on any day where you are ahead of schedule. All camp modules can be incorporated into the Box Town concept.

1. Using many large boxes, have children make homes that combine to create a Box Town. Ensure that there are enough adults present to help kids as adults will need to use exacto knives to cut doors and windows.

2. Ask children to do things for their neighbours, such as helping them “plant” cardboard flowers, working in a restaurant, or helping a neighbour repair their roof. Consider giving team points for each of these favours.

3. Relate other aspects of the Box Town to different modules - for example, help kids build a church, a self-esteem stage at their Box Town rodeo grounds, or a river where they can do a canoe release.

WRAP-UP

NOTE: Wrap-up activities are different for this day, so please pay attention to the instructions below!


4. Hand out certificates of completion to each child and conduct the Post-Survey.

5. While the children are completing the survey, bind their artwork together using a hole punch and yarn. Put a blank 11x14 piece of paper on the front page and glue their canoes to the front.


7. Thank all of the children for coming and let them know we will have the camp again next year! Send any leftover snacks home in their backpacks. Hand out their Identity Portfolios.



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References &Acknowledgements

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AcknowledgementsFUNDERS

• Program Development, Implementation, and Evaluation: Alberta Health Services

• Pilot Program Implementation: Alberta Centre for Child, Family, & Community Research

CONTRIBUTORS:

Mindfulness: Ellen Robertson

Introduction: Alyssa Flatt

Self Esteem: Alyssa Flatt

Communication Skills: Alyssa Flatt

Kinship: Jodie Asselin, June Cardinal-Howse, Brenda Joe, Evelyn Willier-Blyan

Anger and Conf lict Resolution: Suraj Chavda, Alyssa Flatt

Bullying and Lateral Violence: Mohammad Sirajee

Smoking & Drugs: Jodie Asselin

Hopes & Dreams / Spirituality: Buffalo Lake and Fishing Lake Metis Settlement Members

Media Messages: Jodie Asselin, Alyssa Flatt

Program facilitators (2013-2014): Allison Cardinal, Kadrin Delorme, Shaina Humble, Carlee Joe, Lisa Ladouceur, Roberta Ladouceur, Amy Patenaude, Rebecca Shortt, & Erica Thompson

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Rankin, J. (2011). Métis Youth Respect Yourself! A Guide to Healthy Relationships and Sexuality. In National Aboriginal Health Organization (NAHO). Retrieved October 17, 2012, from http://www.naho.ca/documents/Métiscentre/english/2011_Métis-Youth- Respect-Yourself.pdf

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Community and Neighborliness

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Kinship

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Anger and Conflict Resolution

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Bullying

American Institute for Research. (n.d.). Social and Emotional Learning and Bullying Prevention. Retrieved from http://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/5367958ee4b0dbc1364dbb7b/1399297422536/3_SEL_and_Bullying_Prevention_2009.pdf


Cardinal, T. (2006). Children’s Little Safety Handbook: Learning How to Show Peace to the World. Buffalo Lake Métis Settlement, AB.

Centre for Addiction and Mental Health. (2002). Sheet #3: Youth and Violence, What’s the Story?. In Youth Scoop: Fast Facts & Topical Tips for Working with Youth. Retrieved April 15, 2012, from at: http://www.camh.ca/en/education/Documents/www.camh.net/education/Resources_teachers_schools/Youth%20Scoop/youth_scoop_violence_youth.pdf

D’Arcy, L. (2010). Dealing With Bullies. In KidsHealth. Retrieved from http://www.kidshealth.org

Delima, J. (2011). Métis Children Safe in Cyberspace - A Guide for Parents & Guardians. Ottawa: National Aboriginal Health Organization.


Facing History and Ourselves National Foundation. (2012). A Guide to the Film BULLY: Fostering Empathy and Action in Schools. Retrieved May 2012, from http://www.facinghistory.org/publications/guide-film-bully-fostering-empathy-ac

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Hunter-Geboy, C. (1995). A-B-C Diversity. In Life Planning Education. Retrieved April 14, 2012, from http://www.advocatesforyouth.org/storage/advfy/documents/intro.pdf

Hunter-Geboy, C. (1995). Introduction to Violence, Youth and Violence. In Life Planning Education. Retrieved http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/1253?task=view

Jones, S., Weissbourd, R., Bouffard, S., & Ross, T. (2012). Creating Just and Caring Communities. In L. Hirsch & C. Lowen (Eds.), Bully: An Action Plan for Teachers, Parents, and Communities to Combat the Bullying Crisis (pp. 253-264). New York, NY: Weinstein Books.

National Crime Prevention Centre. (2007) Youth Gangs in Canada: What do we know?. Retrieved from http://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/gngs-cnd/gngs-cnd-eng.pdf

New, M. (2010). How to Handle Abuse. In KidsHealth. Retrieved from http://www.kidshealth.org

New, M. (2011). Your Online Identity. In KidsHealth. Retrieved from http://www.kidshealth.org

Teaching Tolerance: A Project of the Southern Poverty Law Center. (n.d.). A Bullying Quiz. Retrieved April 14, 2012, from www.tolerance.org/print/activity/bullying-quiz

Teaching Tolerance: A Project of the Southern Poverty Law Center. (n.d). Bullying: Tips for Students. Retrieved from http://www.tolerance.org/activity/bullying-tips-students

Teaching Tolerance: A Project of the Southern Poverty Law Center. (n.d.). A Contract on Bullying. Retrieved April 14, 2012, from www.tolerance.org/print/activity/contract-bullying

Teaching Tolerance: A Project of the Southern Poverty Law Center. (n.d.). Handout I: Anti-Bullying Quiz. Retrieved April 14, 2012, from http://www.tolerance.org/sites/default/files/documents/bully_upper_handout1.pdf

Teaching Tolerance: A Project of the Southern Poverty Law Center. (n.d.). Handout II: Anti-Bullying Ref lection Questions. Retrieved April 14, 2012, from http://www.tolerance.org/sites/default/files/documents/bully_upper_handout2.pdf

The Bully Project. (n.d.). Framing Bullying for Educators. Retrieved from https://d3n8a8pro7vhmx.cloudfront.net/themes/51172dcc1ad07a63d6000002/attachments/original/1361410989/1_FramingBullyingforEducators.pdf?1361410989

The Nemours Foundation. (n.d.). Dealing with Bullies. In KidsHealth. Retrieved April 15, 2012, from http://kidshealth.org/kid/grow/school_stuff/bullies.html

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The Nemours Foundation. (n.d.). How to Handle Abuse. In KidsHealth. Retrieved April 15, 2012, from http://kidshealth.org/kid/feeling/emotion/handle_abuse.html#cat20184

The Nemours Foundation. (n.d.). Your Online Identity. In KidsHealth. Retrieved April 15, 2012, from http://kidshealth.org/kid/watch/house/online_id.html#cat20184

U.S. Department of Health and Human Services, Center for Mental Health Services. (2008). 15+ Make Time to Listen, Take Time to Talk.... About Bullying: Conversation Starter Cards. Retrieved from http://store.samhsa.gov/product/15-Make-Time-To-Listen-Take-Time-To-Talk-About-Bullying/SMA08-4321.

Alcohol

Alberta Health Services. (2009). The Alberta Youth Experience Survey (TAYES) 2008 Technical Report. Retrieved from http://www.albertahealthservices.ca/Researchers/if-res-tayes-2008-technical-report.pdf

Canadian Centre on Substance Abuse (CCSA). (2011.) Cross-Canada Report on Student Alcohol and Drug Use. Retrieved from http://www.ccsa.ca/2011%20CCSA%20Documents/2011_CCSA_Student_Alcohol_and_Drug_Use_en.pdf

Centre for Addiction and Mental Health. (2000). Evaluate your drinking. Retrieved March 10, 2012, from http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/alcohol/Pages/evaluate_your_drinking.aspx

Smoking & Drugs

Alberta Health Services. (2010). Smoking. Retrieved May 20, 2012, from www.albertahealthservices.ca/2568.asp

Alberta Health Services. (2010). Spit Tobacco. Retrieved May 20, 2012, from www.albertahealthservices.ca/2567.asp

Alberta Health Services. (2010). Tobacco Q & A. Retrieved May 20, 2012, from www.albertahealthservices.ca/2565.asp

Alcohol-Drug Education Service. (2006). Fact Sheet: Smokeless (Spit) Tobacco. Retrieved March 12, 2012, from http://ades.bc.ca/assets/pdf ’s/Spit_tobacco_fact_sheet.pdf

Alcohol-Drug Education Service. (2003). Fact Sheet: Tobacco. Retrieved March 12, 2012, from http://ades.bc.ca/assets/pdf ’s/Tobacco.pdf

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Canadian Public Health Association, National Literacy and Health Program. (2000). What the HEALTH! A Literacy and Health Resource for Youth. Retrieved March 12, 2012, from http://www.cpha.ca/uploads/portals/h-l/what-the-health_e.pdf

Centers for Disease Control and Prevention. (2012). Q&A Questions Answered. In Bam! Body and Mind. Retrieved March 12, 2012, from www.bam.gov/sub_yourlife/yourlife_choices_1_questions.html



Centers for Disease Control and Prevention. (2012). Under the Microscope. In Bam! Body and Mind. Retrieved March 12, 2012, from www.bam.gov/sub_yourlife/yourlife_choices_2_microscope.html

Centers for Disease Control and Prevention. (2012). Under the Microscope. In Bam! Body and Mind. Retrieved March 12, 2012, from www.bam.gov/sub_yourlife/yourlife_choices_3_microscope.html

Centers for Disease Control and Prevention. (2012). Xpert’s Opinion. In Bam! Body and Mind. Retrieved March 12, 2012, from www.bam.gov/sub_yourlife/yourlife_choices_1_xpert.html

Centers for Disease Control and Prevention. (2012). Xpert’s Opinion. In Bam! Body and Mind. Retrieved March 12, 2012, from www.bam.gov/sub_yourlife/yourlife_choices_3_xpert.html

Dowshen, S. (2010). Helping a Parent Who Smokes. In KidsHealth. Retrieved March 12, 2012, from http://kidshealth.org/kid/grownup/conditions/folks_smoking.html

Dowshen, S. & Inselman, L. (2009). Your Lungs & Respiratory System. In KidsHealth. Retrieved March 12, 2012, from http://kidshealth.org/kid/cancer_center/HTBW/lungs.html

EatRight Ontario. (2012). Lowering cancer risk for Aboriginal people. Retrieved May 18, 2012, from https://www.eatrightontario.ca/en/Articles/Aboriginal-Health/Lowering-cancer-risk-for-Aboriginal-people.aspx

Izenberg, N. (2010). Smoking Stinks!. In KidsHealth. Retrieved March 12, 2012, from http://kidshealth.org/kid/watch/house/smoking.html

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National Cannabis Prevention and Information Centre. (n.d.). What’s the deal: cannabis facts for young people. Retrieved from http://ncpic.org.au/static/pdfs/resources/whats-the-deal-cannabis-facts-for-young-people.pdf

The Nemours Foundation. Smoking and Asthmas. In KidsHealth. Retrieved March 12, 2012, from http://kidshealth.org/kid/asthma_basics/triggers/smoking_asthma.html

The Nemours Foundation. (n.d.). What Kids Say About: Tobacco. In KidsHealth. Retrieved March 12, 2012, from http://kidshealth.org/kid/grow/drugs_alcohol/poll_tobacco.html

The Nemours Foundation. (n.d.). What You Need to Know About Drugs: Marijuana. In KidsHealth. Retrieved from http://kidshealth.org/kid/grow/drugs_alcohol/know_drugs_marijuana.html

U.S Department of Health and Human Services. (2011). Marijuana: Facts Parents Need to Know. (NIH Publication No. 10-4036). (Original work published 1995). Retrieved from http://www.drugabuse.gov/sites/default/files/parents_marijuana_brochure.pdf

Hopes & Dreams/ Spirituality

Hunter-Geboy, C. (2009). Assessing Relationships. In Life Planning Education. Retrieved April 14, 2012, from http://www.advocatesforyouth.com/for-professionals/lesson-plans-professionals/1195-lessons

Ontario Ministry of Education. (2009). Circle Traditions - Talking Circle. In Aboriginal Perspectives: A Guide to the Teacher’s Toolkit. Retrieved from http://www.edu.gov.on.ca/eng/aboriginal/strategygr01lancircle.pdf

Seven Grandfather Teachings. (2011). Retrieved from www.7grandfatherteachings.ca

Grief and Loss

Axelrod, J. (2006). The 5 Stages of Loss and Grief. In Psych Central. Retrieved November 5, 2012, from http://psychcentral.com/lib/2006/the-5-stages-of-loss-and-grief/

Children’s and Women’s Hospital & Health Centre of BC. (2011). End-of-life Information: School Age Series, Talking about death... Retrieved November 5, 2012, from http://www.cw.bc.ca/library/pdf/pamphlets/CW60_EndOfLifeInfo_SchoolAge_TalkingAboutDeath_2011.pdf

PedagoNet.com (n.d.) Paper Canoe: Build a Canoe. Retrieved from http://www.pedagonet.com/videos/canoe.htm

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Rainbows Canada. (2011). Ten Guidelines of Divorce. Retrieved Aril 25, 2012, from http://www.rainbows.ca/Divorce.htm

Rainbows Canada. (2011). What is Grief?. Retrieved April 25, 2012, from http://www.rainbows.ca/What-Is-Grief.htm

Media Messages

Advertising Standards Canada. (n.d.). The Canadian Code of Advertising Standards.Retrieved February 11, 2012, from http://adstandards.com/en/Standards/canCodeofAdStandards.aspx

Delima, J. (2011). Métis Children Safe in Cyberspace - A Guide for Parents & Guardians. Ottawa, ON: National Aboriginal Health Organization.

Substance Abuse and Mental Health Services Administration. (2004). Keeping Youth Drug Free (DHHS Publication No. SMA 3772). Rockville, MD: Center for Substance Abuse Prevention.

Teaching Tolerance: A Project of the Southern Poverty Law Center. (n.d.). Developing a Media Portfolio. Retrieved April 14, 2012, from http://www.tolerance.org/print/activity/developing-media-portfolio

The Centre for Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration, The Office on Smoking and Health, Centers for Disease Control and Prevention, The American Academy of Pediatrics, & National Education Association Health Information Network. (1999). Media Sharp Analyzing Tobacco and Alcohol Messages: Leader’s Guide. In Broward Prevention. Retrieved February 10, 2012, from http://www.browardprevention.org/wp-content/uploads/2011/01/Media-Sharp-Leaders-Guide.pdf

The Gandalf Group. (2011). ASC 2011 Consumer Research: Canadian Perspectives on Advertising. In Advertising Standards Canada. Retrieved February 11, 2012, from http://www.adstandards.com/en/MediaAndEvents/canadianPerspectivesOnAdvertising.pdf

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration & Center for Substance Abuse Prevention. (2011). Reading Between the Lines. In Too Smart to Start. Retrieved February 10, 2012, from http://www.toosmarttostart.samhsa.gov/families/media/reading.aspx

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration & Center for Substance Abuse Prevention. (2011). The Media Literacy Ladder. In Too Smart to Start. Retrieved February 10, 2012, from http://www.toosmarttostart.samhsa.gov/families/media/ladder.aspx

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U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration & Center for Substance Abuse Prevention. (2011). What Are Some Ways I Can Work With My Teen?. In Too Smart to Start. Retrieved February 10, 2012, from http://www.toosmarttostart.samhsa.gov/families/media/workingwithmyteen.aspx

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration & Center for Substance Abuse Prevention. (2011). What do you know about media literacy?. In Too Smart to Start. Retrieved February 10, 2012, from http://www.toosmarttostart.samhsa.gov/tweens/media/default.aspx

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration & Center for Substance Abuse Prevention. (2011). Why Is Media Literacy Important?. In Too Smart to Start. Retrieved February 10, 2012, from http://www.toosmarttostart.samhsa.gov/families/media/whyimportant.aspx

Li fe Sk i l l s Journey