personal development workbooks (grades 7 - 9)

For Today’s Secondary School

Students

Karen McGibbon holds a BSc in Marine Biology (UWI), a Master’s Degree in Pastoral Psychology and Counseling (St. Stephen’s College - Canada) and is a Certified Life Coach (International Institute of Coaching Studies) specializing in Relationship, Health & Wellness, Parent and Teen Coaching. She is currently pursuing a PhD in Counselor Education & Supervision at Regent University. Karen served as a teacher in various prominent high schools in Jamaica for over 12 years, as well as a Guidance Counselor for five of those years. Karen operates her own Private Practice and lectures the Professional Enhancement Course ‘The Art & Science of Happiness’ at The Mico University College.

Contents

‘I Am’ Poem……………………………………………… 3 Adjusting to a new school……………………………… 4 Some Important Information…………………………... 5 When I am Older………………………………………… 7 Dream Job……………………………………………….. 9 Puberty………………………………………………….. 11 What makes you happy?....……………………………... 15 Relax! ……………………………………………………. 17 Lend a helping hand…………………………………...... 19 What is Wellness? …………………………………….… 21 Wellness Wheel Activity………………………………... 23 The Benefits of getting along with others…………...... 25 How to get along with Others………………………...... 25 Friend Wanted………………………………………….. 27 Healthy Eating Diary……………………………………. 28 Eating Healthy…………………………………………... 30 The Convention on the Rights of the Child……………. 32 Sexuality……………………………………………….... 34 Studying for Tests………………………………………. 36 Journal Writing………………………………………….. 40

PERSONAL PERSONAL DEVELOPMENT DEVELOPMENT WORKBOOKS WORKBOOKS (GRADE (GRADE 77))

Healthy Eating Eating healthily means getting the right balance of nutrients your body needs to perform every day. If you follow these guidelines, you will be well on your way to a healthier life!

Eat fruits and vegetables every day. Count your calcium - enough calcium now can reduce the risk for broken bones later. Power up with protein - protein can help you grow strong and sustain your energy levels Go whole grain. Know your fats - Limit your fat intake to 25 to 35 percent of your total calories each day. Replenish your body with iron. Control your food portions. Read food labels. Plan meals and snacks. Jumpstart your day with breakfast - this can help you maintain an appropriate weight. Snack smart - A healthy snack can give you the energy you need to get through the day. Limit fast food and choose wisely. Rethink your drinks - Try sticking to water, low-fat milk, or fat-free milk.

The ‘New’ Food Pyramid Plate

Studying for Tests Tests are a way for you and your teacher to measure how well you have learned the material covered by the class. Think of them as a challenge! Here are some tips for studying for tests.

Before the test….

1. Be sure to find out the following details ahead of time.

what material the test will cover what type of test it will be (multiple choice, true/false, short answer,

essay) how the test will be graded how much the test will count toward the final grade

2. Study in a place that is free of distractions. Have ready all the things you will need, such as paper, pens, or a calculator.

3. Study at a time when you are alert and not hungry or sleepy.

4. Don't wait until the last minute to study! Short daily study sessions are better than one long session the night before the test.

5. Set a goal for each study period. If you are being tested on three chapters, set up four study sessions, one for each chapter and one for a review of the main ideas in all three chapters.

6. Repetition is key! Read and reread your class notes and the relevant chapters in the textbook.

7. While you are reviewing your notes, cover them up once in a while and repeat them out loud. Pretend that you are explaining the material to someone else.

8. Create your own study aids.

Create an outline from your notes of just the main ideas.


Contents

It is not okay to do that to Me!! ...……………………… 3 Steps to Conflct Resolution…………………..………… 5 ‘I’ Messages…………………………….……………….. 7 Decisions! Decisions! ………………………………..….. 9 You are not the Boss of Me! ………………………..….. 11 Sexuality……………….....……………………………... 13 What do I think about me..…………………………….. 15 Behind your Back……………………………………….. 16 Family Career Questionnaire…………………………... 17 Goal Setting Process…………………………………..... 19 Social Web Tips for Teens…………………………….… 21 Cyber Safety…………...………………………………… 23 Coping Strategies (when I am upset)…...…………...... 24 What do you do when something or someone upsets you.................................................................................... 24 The Best of Me……………...…………………………... 27 Respect…………….……………………………………. 29 Peer Pressure.…………………………………………... 31 Abuse……………………………………………………. 33 Could this be Abuse? ....……………………………….... 35 Journal Writing………………………………………….. 40

A bully is someone who unfairly uses his or her power, socially, emotionally or physically, to hurt someone else over and over.

Can you identif y bullying acts? Write the f ollowing words under the correct heading:

kicking, dirty looks, embarrassing someone, hitting, insults, gossiping, pushing,

name-calling, teasing, damaging f riendship of others, destroying personal property, cliques, making fun of someone

Physical Emotional Social

Ex. Kicking

The best way to deal with a bully is to use the power of your mind and emotions and take away the bully’s power. 1. Make f riends. Be kind and f riendly. Most bullies f eel angry and hurt. 2. Ref use to fight and walk away. Remember that fighting does not solve anything. Walking away takes courage. 3. Stand up to the bully. Surprise the bully. I f you show that the bully’s words don’t hurt you, you’re taking away the bully’s power. 4. Be assertive. Use Authority. You are showing the bully you are not af raid to call on someone who is more powerful than the bully to help you.

1. Set the stage. Agree to try to work together to find a solution peacefully, and establish ground rules (e.g., no name-calling, blaming, yelling, or interrupting).

2. Gather perspectives. Each person describes the conflict from his or her perspective, without being interrupted. Listeners pay close attention and then ask clarifying questions in a nonthreatening manner. They consider not only what the other participants say they want, but why they want it. Addressing the other person's need to feel respected is often key to resolving the conflict.

3. Find common interests. Establish which facts and issues participants agree on and decide why different the issues are important to each person. Identify common interests, which can simply be a mutual desire to resolve the problem without resorting to violence.

4. Create options. Take time for each person to brainstorm ideas about possible solutions to the problem. Create a list of options without immediately criticizing them or feeling committed to them. Try to think of solutions where both people gain something; think win-win! We often assume that for one person to win, the other person has to lose. In fact, it is often possible to think creatively and come up with a solution that both people leave feeling that their needs have been met.

5. Evaluate options. After a number of options are suggested, each participant discusses his or her feelings about each of the proposed solutions. Participants will negotiate and often will need to compromise in order to reach a conclusion that is acceptable to both. They may need to agree to disagree about some issues to reach an understanding.

6. Create an agreement. The individuals involved explicitly state their agreement and may even want to write it down. If necessary, they set up a time to check back to see how the agreement is working.

When young people use such an approach to resolve conflicts and disagreements, they often find

that conflicts don't have to be avoided, nor do they necessarily lead to violence. Conflict can actually be a positive tool in their lives; it can provide teens with an opportunity to take a close look at themselves, their attitudes and beliefs. If resolved positively, conflicts can actually help

strengthen relationships and establish greater understanding!


Contents

Choices…Choices!! ……………...……………………… 3 Learning Styles/ Multiple Intelligences……..………… 5 Features of each Learning Style…………………..….. 9 ‘My Style’ ………………………..…………………….... 10 What will I Study………....……………………………... 12 Career Alphabet……….....……………………………... 14 Developing My Career Plan……………………………. 16 Sex or Abstinence…………..…………………………... 17 My Future……………………………………………...... 20 Put On a Happy Face………………………………….… 22 Drugs 101…..…………...………………………………... 24 Coping Strategies (when I am upset)…...…………...... 24 The Negative Effects of commonly abused drugs……. 26 What do you know about the effects of Drug Abuse? .. 27 Improving My Family Relationships…….…………….. 29 Guidelines for Respectful Communication When You Have a Conflict…………………………………………. 34 What makes me angry?………………………………… 36 My Anger Management Action Plan...……………….... 38 Journal Writing………………………………………….. 40

These are features of each Lear n in g St y l e:

Visual/Spatial Learner

Likes to: draw, build, design and create things, daydream, look at pictures/ slides, watch movies and play with machines

Is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts Learns best by: visualizing, dreaming, using the mind's eye and working with

colors/pictures

Verbal/Linguistic Learner

Likes to: read, write and tell stories Is good at: memorizing names, places, dates and trivia Learns best by: saying, hearing and seeing words

Logical/Mathematical Learner

Likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships

Is good at: math, reasoning, logic and problem solving Learns best by: categorizing, classifying and working with abstract patterns/ relationships

Bodily/Kinesthetic Learner

Likes to: move around, touch and talk and use body language Is good at: physical activities (sports/dance/acting) and crafts Learns best by: touching, moving, interacting with space and processing knowledge

through bodily sensations

Musical Learner

Likes to: sing, hum tunes, listen to music, play an instrument and respond to music Is good at: picking up sounds, remembering melodies, noticing pitches/ rhythms and

keeping time Learns best by: rhythm, melody and music

Interpersonal Learner

Likes to: have lots of friends, talk to people and join groups

Directions: Work in a small group to respond to the following questions. Discuss your responses after completing each list. When finished, continue to the next page to complete the Results section. Why consider abstinence? Why consider sex? What would a teen say...

What would a teen say...

What would a parent say... What would a parent say...

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