weaving well-being empowering beliefs pupil book

Weaving Well-BeingEmpowering Beliefs

Pupil Book

Name:

WeavingWell-BeingTHE MORE YOU WEAVE... THE BETTER YOU FEEL!

www.otb.ie/weaving-well-being

© 217 Outside The Box Learning Resources Ltd. LINKED TO IRISH

SP

HE CUR RICULUM

Weaving Well-Being by Fiona Forman & Mick Rock © Outside The Box Learning Resources

Weaving Well-BeingEmpowering Beliefs

Pupil Book

Name:

WeavingWell-Being

WeavingWell-Being

WeavingTHE MORE YOU WEAVE... THE BETTER YOU FEEL!

LINKED TOTOT IRISH

SP

HE CUR RICULUM

Weaving Well-Beingby Fiona Forman & Mick Rock © Outside The Box Learning Resources

9 781906 926588 >

1

Introduction to Weaving Well-Being

Our beliefs about ourselves can really make a

difference to so many aspects of our well-being.

These beliefs can help us to feel good and strong

in our minds and bodies, to cope with the little

problems and disappointments in life, enjoy life

by focusing on the positive and to accept that we

are OK just as we are. So let’s get started and discover how our empowering beliefs can help us to

weave our well-being!

Well-being means feeling good and strong in our minds and bodies,

having energy, getting along with and helping others, knowing our

strengths and feeling proud because we are doing our best. It

means we can cope with the little problems and disappointments

of life. It means enjoying life, being grateful for what we have

and accepting ourselves just as we are!

Weaving Well-Being - the more you

weave, the better you

feel!

Weaving Well-BeingTHE MORE YOU WEAVE... THE BETTER YOU FEEL!


Welcome to the

Weaving Well-Being Empowering Beliefs Programme.

Soon we will be learning about how our beliefs about ourselves

affect our well-being. Let’s review what well-being means. If you have completed the Weaving Well-Being Programme before,

you may remember this deinition:

Each week, we will learn about an empowering belief.

Try out each belief for yourself and see what effect it

has on your feelings and actions.

Weaving Well-Being - Empowering Beliefs - Pupil Book © 2017 www.otb.ie - Copying of this page is illegal

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What are Empowering Beliefs?

Empowering Beliefs are beliefs we have about ourselves which

are helpful, positive and accurate. Empowering Beliefs give us

power because they affect our thoughts, feelings and actions.

They help us to take positive action and feel good about ourselves.

Lesson 1

Activity1

We learned that Empowering Beliefs are like batteries in many ways.

Write down some of those ways

in the battery, along with

any more you can

think of!

How are Empowering Beliefs like batteries?


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Activity2 Linking beliefs with thoughts, feelings, actions and results

We have seen how beliefs affect thoughts, which

in turn affect feelings, actions and results.

Now link each thought with a corresponding

feeling, action and result. The i rst one is done as an example.

Belief Feeling Action ResultThought

I should never make a mistake

I’ve made a mistake somewhere. I can recheck

Disappointed, lonely

Goes to party

Poor result on test

Mistakes are part of learning

I’m nervous about the party, but I will go

Stressed and upset

Doesn’t go to party

Learns from mistake

I am shy and always will be

I’ve made a mistake, that’s really bad

Nervous but excited

Rechecks and i nds mistake

Misses chance to practise being brave

I am shy but I can act brave

I don’t want to go to the party

Calm and in control

Hard to concentrate

Acts brave and feels proud. Enjoys party

Never Under-estimateYourself- Carolyn Mackler


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Parental signature/comment:

Parents should sign this box to show that they have discussed each homework activity and to give any feedback if they wish.

Lesson 1 Homework: Empowering Beliefs about myself

You will be learning about many empowering beliefs over the next number of

weeks. Before that, choose some empowering beliefs for yourself by i lling in the sentences below. Think about them and use them over the next week. See

what effect they have.

Homework

I believe that I am a ______________ person.

I believe that I can

__________________________________________________

I believe that I don’t always have to

_________________________________________________

I believe that I can make a difference by

_____________________________________________

I believe that I can be kinder to myself by

_______________________________


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Self-talk is when we talk to ourselves, about ourselves, in our minds. Self-talk can be helpful, when it is accurate and leads us to take positive action. It can also be negative and unhelpful, when we criticise ourselves and doubt our own abilities. Sometimes we are not even aware we are doing it!

‘I Can Choose Helpful Self-Talk’ is an empowering belief because it shows us that we can become aware of, question and replace negative self-talk with accurate

and encouraging self-talk. We need to encourage ourselves with our self-talk!

Lesson 2

Draw a seli e in this mobile phone. If you are nervous or in a difi cult situation

what can you say to yourself to help yourself

to cope? Maybe you could say ‘Keep going!’ ‘Don’t give up!’ ‘I can cope with feeling uncomfortable’, ‘I

have coped with stuff like this before’, ‘One step at a

time!’ Write some helpful self-talk phrases in each bubble.

Belief 1: I can choose helpful self-talk

Activity1

Self-talk selfi e!

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Helpfulself-talk


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Activity2 Replacing unhelpful self-talk Anna wants to run for the Student Council and has lots of

great ideas. However, she hates making speeches in front

of large groups. She is just about to make her speech in front of two classes

and is having lots of negative, unhelpful and critical self-talk. This is making her

stressed and nervous. If you were Anna, what would you replace each of these

unhelpful self-talk phrases with? Work in pairs or by yourself.

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If you completed the Tools of Resilience programme, you might remember that how we think about stress is really important. It is good

to remember that stress reminds us that we care about something. The signs of stress mean our bodies are getting ready for a challenge, so we don’t need to panic when we feel them!

Unhelpful Self-talk (criticising) Helpful Self-talk (encouraging)

I’m so stressed! My heart is racing and I have butterfl ies in my tummy! Why am I doing this?

These signs of stress show me that my body is getting ready for a challenge. I don’t need to panic, my body is helping me!

I’m so bad at speaking in front of groups. Nobody will listen!

I can do this. I’ve got lots of good ideas.

I don’t think I have prepared properly. I will probably forget what to say!

I can’t do this! I’m too nervous!

Everybody else is better than me at giving speeches.

I failed in

the past!I’m so

stressedout!

I can’tdo this!


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Lesson 2 Homework: I can choose helpful self-talk

Tune into your self-talk this week. Decide if it’s helpful or unhelpful. Try to replace unhelpful self-talk with helpful self-talk. Spend some time thinking

about these helpful self-talk phrases so that it becomes easier for you to

replace the unhelpful ones. Tick the ones that you used and think about the

effect they had on your feelings and actions.

Homework


Remember to try out your new belief this week and notice any effect it has.

Helpful Self-Talk Phrase

I don’t need to panic if I feel stressed. I can remember that my body is helping me for the challenge ahead.

I can cope with feeling uncomfortable.

These feelings will pass eventually.

I can cope with this. What do I need to do i rst?

My negative thoughts are often not true.

I can learn from this, even if it’s a difi cult situation.

I’m doing my best, that’s all I can do.

Tick if you used it


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Sometimes we can feel that our intelligence and our talents are

i xed and cannot change very much. This is a Fixed Mindset. While

it is true that we all have different strengths and abilities, when

we realise that we can improve ourselves in every area of our life through hard work

and effort then we can start to achieve our potential. This is a Growth Mindset.

Sometimes we can feel that our intelligence and our talents are

Lesson 3Belief 2: My eff ort is as important as my ability

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My e�ort isimportant

Self talkActivity1 Consider the following statements and decide which of

these come from a Growth Mindset or a Fixed Mindset:

1.

2.

3.

4.

5.

6.

I am just not very good at Irish.

I learn a lot from my mistakes.

My brother is not very academic.

My sister is a genius.

I am practising every day to try to make football team.

I will never be able to get enough points for college.

Fixed or Growth

Now, working in pairs, discuss and agree your answers. Then consider the i xed mindset statements that you identii ed and come up with a growth mindset statement to replace each one.


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Activity2 Your past Growth Mindset success

Think of an area in your life where you improved

your skills. It could be in school, sports, social

skills or any other area.

Now answer the following questions.

1. What was the area you improved?

2. What action or effort did you take to improve?

3. How often did you take action?

4. What was the result of making this extra effort?

5. Can you see the link between your

effort and your enhanced ability?

SUCCESS is dependent on

EFFORT- Sophocles

5% extra effort makes a

100% difference- Author unknown


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Write down an area that you would like to improve in future.

_______________________________________________________

_______________________________________________________

List any steps or actions that you could take to improve in this area.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

How will a Growth Mindset help you to achieve the improvement you are

looking for?

_______________________________________________________

_______________________________________________________

_______________________________________________________

Lesson 3 Homework: Plans for future improvements

Now that you know that you can improve in any area of your life, if you

decide to work harder and make an effort, let’s see how we can use this information to achieve personal growth.

Homework


Talent Counts.Effort counts twice.- Angela Duckworth


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We have thousands of inaccurate thoughts every day. Our minds often think in inaccurate patterns which are called Thinking Traps. They are called Thinking Traps because if we think like this, we often feel trapped and stressed. Two types of Thinking Traps are Mind Reading and Catastrophizing.

Mind Reading is when we assume we know exactly what someone else is thinking, usually in a negative way!

Catastrophizing is when we jump to the worst possible conclusion about what might happen.

Once we recognise these Thinking Traps, we can notice them and try to avoid them! We avoid them by using our reasonable and logical thinking.

Lesson 4Belief 3: I can recognise Thinking Traps

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RecogniseThinking Traps

Types of thoughtsActivity1 Read these thoughts and put the numbers into the correct

boxes below.1.

I’m not going to enter the talent show

because I will be devastated if I don’t

win.

2.

I missed that shot on goal and now all the

team hate me!

3.

My Mum is late collecting me from basketball,

something awful must have happened.

4.

I forgot to bring my homework in, the teacher

will think I didn’t do it.

Mind Reading Catastrophizing


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Activity2Catastrophizing: Going from A to Z in ten seconds! If we don’t recognise that we are catastrophizing, we can soon i nd ourselves in a spiral where one negative thought leads to another and another. Before we know it, we are

imagining all kinds of disastrous future situations! Here is an example:

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If you completed the Tools of Resilience programme, you might remember the Helpful Thinking Helmet! This tool reminds us to question our thoughts by asking three questions: Is it true? Is it helpful? Is it kind?

‘I did really badly in the i rst maths test of Sixth Class. I’m going to really struggle with maths this year, I just know it! I will probably get worse and worse and then when I go to Secondary School I won’t have a clue what to do. I’ll probably fail my Junior Cert and maybe even my Leaving Cert come to think of it! So bang goes my chance of going to college……’

See what happened? Your mind went from doing badly in one test to not being able to go to college within a few seconds! That’s catastrophizing in action!

Now in the green thought bubble write down where catastrophizing could lead you from this thought……

I’m so upset that I had that i ght with my friend. They’ll probably never talk to me again…..

Let your imagination run free! Then in the yellow bubble write down a more helpful way of thinking about this situation. Work in pairs or on your own.


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Lesson 4 Homework:Applying logical thinking

Wouldn’t it be great if our minds gave us a warning like this when we were about to catastrophize! Unfortunately, we have to work hard to train our minds to

become aware of catastrophizing and mind-reading, otherwise we can get sucked

into the Thinking Trap and our feelings and actions become negatively affected.

This week, try to recognise these two Thinking Traps and use reasonable or

logical thinking to escape from them! Write down an example below.

Homework


My inaccurate thought:

Type of Thinking Trap:

Did I recognise it

before I got sucked in?

Did I use reasonable

thinking to challenge it?

What was the result?

(Feelings / Actions)



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Activity1In order to act ‘as if’ it can be very useful to think about

a time when you experienced the quality you now

desire to have more of and remember what you

were doing to help re-create that feeling. So, in

pairs, discuss a time that you felt ONE of the

following qualities: ‘Confi dence‛ or ‘Bravery‛ or ‘Pride‛.

Belief 4: I can act ‘as if’If we want a certain quality, such as to be

more coni dent, we can act as if we already have this quality and that is what we will become. The act ‘as if’ principle can be used to help us to become more coni dent, brave, persistent or many other qualities we may desire. In fact, in so many ways we can act ‘as if‘ we are already the type of person we would like to become, and this can help us to reach our potential!

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Act‘as if’

Lesson 5

Learning from the past

IF YOU WANT A QUALITY, ACT AS IF YOU ALREADY

HAD IT.- William James

Discuss what activity you were doing, how you felt and what you were

doing with your body. Then answer the following questions:

What was the quality? ____________________________________

Write a very brief description of what you were doing.

______________________________________________________

______________________________________________________

Write down three specii c elements of your body language that you could apply to recreate that quality in the future (e.g. your eye contact).

1. ______________________

2. ______________________

3. ______________________ __________

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If you completed the Character Strengths or Tools of Resilience programme, you might remember that Bravery is one of the 24 strengths! Can you remember your top 5 strengths?

Think about them and try to use them as much as possible to help your well-being!


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Role modelsActivity2We often admire people

because they have 'qualities'

that we would like to have. However, we should

remember that many of these qualities are

simply actions or behaviours that we can model

and copy. By doing this, we too can develop

many of the qualities of the people we admire.

We tend to become like those whom we admire.- Thomas S. Monson

Think of a person that you really admire.

Name of person: _____________________________________________

What qualities do they have that makes you admire them?

__________________________________________________________

__________________________________________________________

__________________________________________________________

What way do they act or behave that tells you that they have these qualities?

__________________________________________________________

__________________________________________________________

__________________________________________________________

Write down any of these actions/behaviours that you could mirror to get the

same results in your life.

__________________________________________________________

__________________________________________________________

__________________________________________________________Weaving Well-Being - Empowering Beliefs - Pupil Book © 2017 www.otb.ie - Copying of this page is illegal

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Choose a quality or characteristic that you would like to have

more of in the future. Would you like to be more:

Confident · Proud · Brave

Friendly · PersistentYou may have your own favourite quality you would like to have more of.

Lesson 5 Homework: Practising act ‘as if’

Homework


Write down the quality you would like to have more of:

____________________________________________________________

This week, look for opportunities to act ‘as if’ you already had this quality. Try to do this at least three times this week. Then write about your experiences below.

What do you do differently to act 'as if' you already had this quality?

____________________________________________________________

____________________________________________________________

____________________________________________________________

How did this make you feel?

____________________________________________________________

____________________________________________________________

____________________________________________________________

If it didn‛t work this time, decide if there is anything else you can do to develop this quality. Be persistent and your efforts will pay off!


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Belief 5: I can choose to focus on the positive

What we focus on each day actually shapes our reality. If

we always focus on the negatives we can feel bad about our

life and ourselves. However, if we can develop the habit of

spotting the positives that are already in our lives each day, we can increase

our happiness and feel good about ourselves.

Lesson 6

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Focus on thepositive

Activity1Work in pairs. Take a couple of minutes to share the good

things that have happened to you in your life this week.

Think of anything at all that you could feel good about, no matter how small.

Spotting the positives

. I had a laugh with my friends

. The match on TV last night was great

. I got 3 questions right in my test

Then write down your own personal

list of good things here.

What did you discover from this

activity?

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Don’t worry if you i nd it a little difi cult to think of good things to write – you may not have been

focusing on them today. But you

will be tomorrow!


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The power of negative eventsActivity2In this lesson we have learned about the benei ts of focusing on the positive events in our lives. Of course, negative events

do occur and very often we focus on these more. This is called the negativity

bias. Our brains are wired to experience negative events as more powerful

than positive.

This means that they have the potential to ruin our whole day – unless we also

make a conscious effort to focus on the positives and this is the reason we are

learning how to do this.

What was the negative event?

______________________________________________________

How did focusing it on make you feel?

______________________________________________________

If it was to happen to you today,

what could you do to help balance

your positivity weighing scales?

___________________________

___________________________

___________________________

H O PEL O VE

P R IDE

A N GER

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If you completed the Positive Emotions programme you might remember learning about the positivity weighing scales which means we need 3 positive

emotions to balance one negative one.

Think about a time that this may

have happened to you. Can you recall

a time that focusing on a negative

thought about an event, a comment

or anything else ruined your day?

You live with your thoughts - so be careful

what they are

- Eva Arrington


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Weaving Well-Being by Fiona Forman & Mick Rock - Empowering Beliefs SPHE Programme - Parent Guide © 2017 www.otb.ie


PARENTAL PULL-OUT Parents: Please remove this centrefold carefully to avoid damaging the staples!

Empowering Beliefs SPHE Programme - Parent Guide

What is Positive Psychology? Why are Empowering Beliefs important and how can we cultivate them in our children?

This short booklet is designed to give parents a brief introduction to the “Weaving Well-Being” programme and to help them support their children as they complete the Empowering Beliefs (6th Class) section of the programme. The Weaving Well-Being programme is a well-being programme for children speciically designed to promote positive mental health and lourishing in children. The skills are based on current research from the ield of Positive Psychology.

Positive Psychology is concerned with the science of well-being, personal growth and resilience. It is founded on the concept of identifying and developing personal strengths. Positive Psychology uses evidence-based activities which help people to lourish, grow and engage with life on an optimal level whenever possible. Our lessons and activities introduce children to many of these strategies and activities which can empower them to become active participants in creating,

maintaining and b oosting positive mental

health throughout their lives. Activities have been designed in accordance with the SPHE curriculum, and the Guidelines on Well-Being issued by the Department of Education and Skills (2015).

The Empowering Beliefs programme consists of ten lessons which are designed to promote and cultivate positive beliefs about eight speciic concepts. These are: Developing a growth mindset, using helpful self-talk, avoiding thinking traps, acting ‘as If,’ adopting a positive focus, making a diference, practising self-acceptance and taking action. Each child has a Pupil Book which gradually builds into a highly personal portfolio relecting their use and understanding of each concept.

Research suggests that an individual’s beliefs have a powerful efect on their thoughts and behaviours. Self-eicacy beliefs, which are the beliefs a person holds about his/her own ability to master particular tasks or challenges, are strong predictors of motivation, self-conidence and actions.

Research also shows that beliefs are formed early in life and can become a ilter through which subsequent events and situations are interpreted. Therefore, it is important to help children to examine and evaluate their beliefs and to expose them to positive beliefs which can build self-conidence and enhance well-being. Empowering beliefs, as the name suggests, are those beliefs which empower individuals by motivating and encouraging them to take action, to persevere, to maintain a positive focus and to deal constructively with failure.

In line with this research, this Empowering Beliefs programme introduces children to eight beliefs about speciic concepts. They learn that empowering beliefs are like batteries because they provide us with power and energy. The children are encouraged to try out each belief for a week. They are given an opportunity to observe and record the efects of each belief on their feelings and behaviour. After trying out all of the beliefs on an individual basis, the children are then encouraged to continue to try all of their beliefs together.

To gain maximum beneit from the beliefs, your child should be encouraged to use them as much as possible. There is a homework task each week which encourages practical use of the strategies and concepts. In order to help and encourage your child, you may ind the following information useful.

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In this lesson, children discuss and learn what empowering beliefs are. They explore the comparison between

empowering beliefs and batteries. They learn that empowering beliefs are beliefs we have about ourselves which

are helpful, positive and accurate. Empowering beliefs give us power because they af ect our thoughts, feelings

and actions. They help us to take positive action and feel good about ourselves.

How to support your child: Talk to your child about the importance of empowering beliefs. For the homework

activity, help your child to choose some empowering beliefs about himself or herself. Discuss why these beliefs

are important and how they might af ect feelings and actions. Remind your child of these beliefs in any situations

this week when they may i nd them helpful.

In this lesson, children learn that self-talk is when we talk to ourselves, about ourselves, in our

minds. They learn that self-talk can be helpful, when it is accurate and leads us to take positive

action. It can also be negative and unhelpful, when we criticise ourselves and doubt our own

abilities. ‘I Can Choose Helpful Self-Talk’ is an empowering belief because it shows us that we

can become aware of, question and replace negative self-talk with accurate and encouraging

self-talk.

How to support your child: Discuss the meaning of self-talk with your child. Try to tune into your own self-talk and

use it as an example to show how it af ects your feelings and behaviour. Encourage your child to verbalise their self-

talk in any challenging situations this week and see if they can identify if it is helpful or unhelpful. Encourage them

to challenge unhelpful self-talk and to replace it with some of the helpful phrases from the homework activity.

It is important not to simply replace negative phrases with positive ones however, as this may be unrealistic and

inaccurate. The aim is to choose accurate and encouraging self-talk.

Lesson 1: What are Empowering Beliefs?

Lesson 2: Belief 1 – I can choose helpful self-talk

In this lesson children discover that our talents, including our intelligence, are not i xed and

can be developed and enhanced. They i nd out the dif erence between a i xed and growth

mindset. They also discover that developing a growth mindset helps us understand the

important role that ef ort and hard work play in achieving success. They learn that we can

develop a growth mindset by the language we use in describing both success and setbacks

in our life.

How to support your child: Ask your child to explain the dif erence between a i xed and growth mindset. Discuss

examples of times when you used ef ort and hard work to improve an area in your life or to achieve a goal. Also

think about and discuss examples of times when your child worked hard to improve a particular skill or talent in

the past. This could be in school, sport and any other extra-curricular activity in which they participate.

Lesson 3: Belief 2 – My eff ort is as important as my ability

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Helpfulself-talk

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This lesson helps children to consider qualities or attributes that they would like to have

more of and which they often admire in other people. They discover that they can achieve

these qualities by simply acting as if they already had them. These qualities are made up of

a number of specii c actions or behaviours and once they identify what these are and do the

same themselves then they can become the person they want to be. This belief can enable them to develop a

range of attributes such as coni dence, courage and persistence, when required.

How to support your child: Discuss the various qualities that your child has identii ed as important to them and

the qualities you personally admire yourself. Talk about any times in the past that you may have acted say, brave

or coni dent even if you didn’t really feel that way and how this might have helped you. If they are happy to share,

ask them which attribute they have chosen for their homework and how they have looked to enhance this quality

in their own life. However it is OK if they prefer to keep this information to themselves.

Lesson 5: Belief 4 – I can act 'as if'

In this lesson the children learn that what we focus on becomes our reality. If we always focus

on the negatives things in our life, we will i nd them. If we focus on our mistakes we will

keep spotting them. This can make us feel bad about our life and lower our view on what we

can achieve. They also learn that we can choose what we focus on and by focusing on the

positive elements of our life we can signii cantly enhance our well-being without changing

our circumstances. The more we practise this the better we will become at spotting the many

positives already in our life.

How to support your child: For homework this week your child will get an opportunity to improve their ability

to spot the positives events that are around them all the time. They will make a list of good things which they

have noticed in their own life, or in the world, in general. Help your child to spot these positives by suggesting

items that might be included on this list. Make a list of your own to get a better understanding of the exercise

and so that you can help each other to enhance your ability to spot and focus on the positives already in your life

each day.

Lesson 6: Belief 5 – I can choose to focus on the positive

In this lesson, children are introduced to inaccurate patterns of thought which are called

Thinking Traps. They learn that they are called Thinking Traps because if we think like this, we

often feel trapped and stressed. Two particular Thinking Traps are explored, Mind-Reading

and Catastrophizing. Mind-Reading is when we assume we know exactly what someone else

is thinking, usually in a negative way. Catastrophizing is when we jump to the worst possible conclusion about

what might happen.

How to support your child: Encourage your child to become aware of any Thinking Traps they may fall into this

week. Encourage them to identify the type of Thinking Trap and to challenge their thinking using reasonable

thinking. Give examples of times when you might have used Thinking Traps yourself and whether or not you

were aware of them. Encourage your child to explore the ef ects of Thinking Traps on feelings and behaviour.

Lesson 4: Belief 3 – I can recognise thinking traps

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In this lesson, children learn that we are constantly bombarded with images from the media

and social media showing us people who appear to look perfect and have perfect lives. They

learn to remind themselves that these images do not tell the real story. They explore the idea

that comparing ourselves to such images it can make it hard for us to accept that we are i ne

just the way we are! The children are encouraged to make a decision to accept all parts of

themselves, good and not-so-good, and to realise that nobody is perfect.

How to support your child: Discuss the concept of images of unattainable perfection in the media with your child.

Encourage them to make the association between the advertising industry and the fact that these images are

often being used to sell products. The homework activity encourages children to look beyond appearances and

rel ect on their other qualities which are more important. Discuss these qualities with your child and help them

identify ten such qualities. Show them that you value and appreciate these qualities.

In this lesson, children explore the many ways in which they can make a dif erence to the lives

of others and to the world. They discuss how small acts can add up to make a big dif erence.

They are encouraged to see how they can make a dif erence and contribute positively to the

world around them.

How to support your child: Provide opportunities to support your child with these activities.

The homework activity encourages the children to think about ‘Everyday Heroes’, ordinary people they admire for

making a dif erence in some way. Discuss this with your child and of er suggestions.

This lesson covers the power and importance of taking action in order to enhance your life.

It explores three of the barriers to taking action, lack of coni dence, believing the action is

too dii cult and not being clear about what actions to take. It looks at how we can overcome

these barriers. The lesson also shows the children the importance of setting goals.

How to support your child: Discuss your own experience of setting and achieving goals. Which

goals did you achieve and how did the actions you took help you achieve them. Did you experience any of the

three barriers covered in the lesson? Talk to your child about the goal that they have set as part of their homework.

What actions are they planning to take? Can you help them identify other actions? Think of any support you may

be able to of er to help them achieve this goal.

In this lesson, the children get to review the importance of empowering beliefs and the eight empowering

beliefs that we have encouraged them to develop throughout the programme. They also get to review their own

experience of developing and implementing these empowering beliefs and to decide which of these beliefs have

proven to be the most helpful to them. We give them an opportunity to monitor their use of these beliefs and

the impact that this has in dif erent areas of their life. We encourage them to continue to hold onto and act upon

these beliefs in the future.

How to support your child: Discuss your own experience of setting and achieving goals. Which goals did you

achieve and how did the actions you took help you achieve them. Did you experience any of the three barriers

covered in the lesson? Talk to your child about the goal that they have set as part of their homework. What actions

are they planning to take? Can you help them identify other actions? Think of any support you may be able to

of er to help them achieve this goal.

More information on the Weaving Well-Being programme can be found at www.otb.ie/weaving-well-being

Lesson 7: Belief 6 – I can accept that I am OK just as I am

Lesson 8: Belief 7 – I can make a diff erence

Lesson 9: Belief 8 – My actions are powerful

Lesson 10: Charging up my batteries – Empowering Beliefs in action

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I am OKas I am

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My actionsare powerful

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Lesson 6 Homework: Becoming a positivity detective

Pick a time this week to practise the

skill of spotting all the good things

in your life. However, go further and

make a list of the good things that are

happening with others as well. Every

time you spot a good thing that has

happened to you or to someone else

write it down.

Homework

Parental signature/comment:FLAS

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If you completed our Positive Emotions programme you will remember that we used Rainbow

Moments as another way to think about and identify the various positive events in our life.

At the end of the day write down as many as you can remember.

Make sure that at least three of these good things relate to your own life.

Scientists have tested this activity and call it the 'three good things' exercise.

My 'three good things' were as follows:

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

Other good things I spotted were:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________

___________________________________

"When you focus on problems,you will have more problems

and when you focus on

possibilities, you will havemore opportunities."

- Kamari aka Lyrikal


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Belief 6: I can accept that I am OK just as I am

Sometimes we can be very hard on ourselves and expect

ourselves to be perfect in every way. There are parts of

ourselves that we like and parts that we don’t really like! We are constantly bombarded with images from the media and social media

showing us people who appear to look perfect and have perfect lives. We

need to remind ourselves that these images never tell the full story in

reality! If we compare ourselves to others it can make it hard for us to

accept that we are i ne just the way we are! We need to make a decision to accept all parts of ourselves, good and not-so good, and show ourselves some

kindness! We don’t have to feel wonderful and amazing to accept ourselves!

Lesson 7

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I am OKas I am

Activity1

We are all a mix of good and

not-so good parts, nobody is

perfect! Fill in the hand outline

with examples of things you

like about yourself and things

you don’t like. Make a decision to accept all of yourself, good

parts and not-so good parts!

You can use phrases like ‘can

be hot-tempered’, ‘sometimes

unkind’ or ‘working on being less

stubborn’ to show that those

not-so positive parts are not as

big or as dominant as we may

think. Make sure you have at

least three positive for each

not-so positive trait!

Accepting the good andthe not-so good!


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Self-worth posterActivity2 Self-worth is knowing that you matter as a person regardless

of your achievements, your looks, your background, your talents or what anyone thinks of you! You matter because you are you!

When we accept that we are OK just as we are, we can recognise that our self-worth doesn’t depend on being perfect or trying to look a certain way or achieve something. Of course these things make us feel good, but we don’t have to judge ourselves on them! Stop for a moment and think about how nice that feels!

Now look at these quotes about self-worth. Design your own poster below

based on some or all of them, or make up your own quote!

Your self-worth is determined by YOU.

You don't have to depend on someone

telling you who you are. - Beyonce

Never allow yourself

to be defined by someone else's

opinion.- Anonymous

In case nobody told you today,

you are good enough.

- Anonymous


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Lesson 7 Homework: 10 things about me which are more important than my appearance!The media and social media constantly show us images of

people who look perfect. People are constantly judged on their appearance, it’s so important to remember that how we look is only one part of us!

There are so many other parts which are much more important.

Homework


Think about ten things or qualities which you have which are more important

than your appearance. Maybe you are caring, kind or great at sport. Have a

discussion with your parents and ask their opinions too. Remember to focus

on these qualities and try not to get sucked into the image-obsession which is

everywhere!


1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

5. _________________________________________

6. _________________________________________

7. _________________________________________

8. _________________________________________

9. _________________________________________

10. ________________________________________


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FLAS

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If you completed the Positive Relationships programme, you might remember

that Give, Give, Give! was one of the steps. Giving to others can make a big diff erence in so many ways!

Belief 7: I can make a diff erence

We can all do so much every day to make a difference in the

lives of others and even to the world! Just think about how

all those small acts can add up to make the world a better place.

Lesson 8

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Activity1How I can make a diff erence

" To make a diff erence in someone's life, you

don't have to be brilliant, rich, beautiful

or perfect. You just have to care."

- Mandy Hale

In the sun shape, write some ways in which you can make a

difference to the lives of others. In the globe shape, write

some ways in which you can make a difference to the planet. Work in pairs or on

your own.


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When we want to make a difference, it is helpful to think

about values. Our values are what we care about and what

we think are the most important things in life.

Here is a list of ten common values. Which ones do you think are more related

to making a difference? Tick i ve values which you think help to make the world a better place. Talk in pairs about the reasons why you chose them and compare

them to what others chose.

Activity2 Values in action

Now think about your own values. Will they help you to make a difference

to the lives of others? If not, maybe try to focus on some different values!

Remember that making a difference in the lives of others can really help your

own happiness and well-being!

10 common values Tick 5 values which can help us make a difference

Being kind

Working hard

Getting on with others

Helping others

Enjoying life

Being famous

Being popular

Being the best

Being fair

Looking good

help us make a difference


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Ordinary people can often really inspire us through their actions. Think of two

everyday heroes who you feel have made a difference in the world, big or small.

They don’t have to be famous! Talk to your parents and get their opinions too!

Lesson 8 Homework: Making a diff erence - Everyday Heroes

Homework

Everyday Heroes

Hero 1: ________________________

I chose this person because

____________________________________

___________________________________

Hero 2: ________________________

I chose this person because

____________________________________

______________________________

Remember to try out your

new belief this week and

notice any effect it has.



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Belief 8: My actions are powerful

Our actions are very powerful. They help us to get what we

want in life. The more actions we take to achieve our goals

the more coni dent we can become and this leads to further actions and ultimately to greater success. To encourage us to take action it

is very helpful to be clear about the goals we want to achieve.

Lesson 9

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Activity1Think about the different

areas of your life that you

might like to improve. To help you get started

to make these improvements, set yourself

three goals that you would like to achieve in

the future. Select one goal for school, one

goal for home and one goal for any other

important area in your life.

Setting your own goals

Goal No 1: I would like to:



FLAS

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KIf you completed the Tools of Resilience programme, you might remember that you have 6 Tools of

Resilience which you can use to take action on any diffi culty or problem which you are facing. Don’t forget to use them – see page 34 for a reminder!


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Think about the three common barriers

why people don’t take action to improve their life. These are:● We lack the coni dence to take action ● We think the action is too difi cult● We don’t know what action to take

Activity2 Overcoming barriers to achieving goals

IF YOU CAN’T FLY, THEN RUN

IF YOU CAN’T RUN, THEN WALK

IF YOU CAN’T WALK, THEN CRAWL

BUT WHATEVER YOU DO,

KEEP MOVING.

- DR. MARTIN LUTHER KING JR.

Based on your past experience, write

down in order which you feel are the

biggest barriers to you taking action

on your goals (where number 1 is the

biggest barrier).

Now write down what you could

do differently in the future to

overcome your top two barriers.

My Biggest barriers:

1. _____________

_________

____________________

_____

____________________

_____

2. _____________

_________

____________________

_____

____________________

_____

3. _____________

_________

____________________

_____

____________________

_____

Barrier 1 - In future I will:_________________________________________________________________________________Barrier 2 - In future I will:

_________________________________________________________________________________


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Write down the most important one of the three goals

that you identii ed in Activity 1.

My goal: ____________________________________

__________________________________________

Lesson 9 Homework: Taking action to achieve your goals

Homework


Remember a goal can only be achieved by taking actions.

So write down three actions you could take to start

moving towards achieving this goal.

Action 1: ________________________________________________

Action 2: ________________________________________________

Action 3: ________________________________________________

What barriers could you face trying to take any of these actions?

___________________________________________________________

___________________________________________________________

How can you overcome these barriers?

___________________________________________________________

___________________________________________________________

Choose at least one action that you will take this week.

Remember if any action seems too diffi cult, break it down into a smaller action to help you get started.

Well done is better thanwell said.- Benjamin Franklin


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Charging up my batteries Now we know the importance of our beliefs and ways that

we can develop empowering beliefs. Each belief gives us greater power

to control our lives and as we implement them more and more we will be

fully charged to become the best we can be. Let’s review each of these empowering beliefs and decide how you have used them in the past and how

you can use more of them in the future.

Lesson 10

Activity1Here are the eight Empowering Beliefs that we have

explored to enhance our lives.

The 8 Empowering Beliefs

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Act‘as if’

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I am OKas I am

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Activity1Choose any of these beliefs and give an example of how you

have implemented this belief to enhance your happiness or

to achieve greater success in your life.

Activity 1 continued

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Act‘as if’

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I am OKas I am

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Belief:

______________________________________________________

What impact did this have?

______________________________________________________

______________________________________________________

______________________________________________________

Choose a different belief and decide how you will develop and implement this belief in the future to create greater happiness and success in your life. Think about the different situations and how you might use this belief.

Belief:

______________________________________________________

What impact would you like this to have?

______________________________________________________

______________________________________________________

______________________________________________________


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When you look to develop the eight Empowering Beliefs that

we learnt about in this programme you can start to become

the best version of yourself in the future – your 'Best Self'. Can you imagine

what that would look like and how you would feel each day?

Let’s think about this for a few moments and then draw a self-portrait of your 'Best Self' below. Complete the sentences in the speech bubbles and add a few

of your own – some things your

'Best Self' would say

if you used these

Empowering Beliefs

each day.


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Activity2My best self

I like to focus on...

___________________

_________________

I like to act as if I am...

___________________

_________________

_________________

_____________________

_________________

___________________

_____________________

_________________

I make a difference by...

_______________________

___________________

My effort helps me to...

______________________

__________________


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Now you have learned how your beliefs can enhance your life, it’s up to you to remember and act on these beliefs as often as possible to get the maximum

benei t from them. To help you get into the habit of putting these beliefs into practice, keep track

of how you are doing each day for the next week. Try to notice the impact of

holding, or not holding, these beliefs on your feelings and actions.

Put a or an under each step to show whether you used it or not.

Lesson 10 Homework: Charging up my batteries

Homework

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Helpfulself-talk

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Act‘as if’

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I am OKas I am

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MONDAY

TUESDAY

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Helpfulself-talk

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Act‘as if’

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Lesson 10 Homework continued: Charging up my batteries

Homework

Put a or an under each step to show whether you used it or not.


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I am OKas I am

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WEDNESDAY

THURSDAY

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Helpfulself-talk

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Looking back on the Weaving Well-Being Programmes: FL

ASHB

ACK

Did you complete the Weaving Well-Being Positive Emotion programme?

If you did, don’t forget to use your Positive Emotion Potion every day to boost your

well-being! Here are all the ingredients of the Positive Emotion Potion to remind you!

JIGSA

W O

F PERSPECTIVE

LUCKY D

IP O

F DISTRACTION

PLAN

NING PEN

PO

SIT

IVE RELATIO

NS

HIP

SRRESPECT

PO

SIT

IVE RELATIO

NS

HIP

STTRY TO FORGIV

E

??

HELPFUL TH

INKING HELMET

PO

SIT

IVE RELATIO

NS

HIP

SEEMPATHY

PO

SIT

IVE RELATIO

NS

HIP

SI

IN

TEREST IN OTHER

S

KEY O

F C

HAR

ACTER STRENGTH

PO

SIT

IVE RELATIO

NS

HIP

SL

LOO

K FOR WIN-WIN

S

PO

SIT

IVE RELATIO

NS

HIP

SNNO

M

ORE SNAP JUDGM

EN

TS

MIND

FULNESS SW

ITCH

PO

SIT

IVE RELATIO

NS

HIP

SAA

CTIVE LISTENING

PO

SIT

IVE RELATIO

NS

HIP

SGG

IVE, GIVE, GIVE!

Tools of Resilience

Positive Emotions

Positive Relationships

FLAS

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FLAS

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Did you complete the Weaving Well-Being Tools of Resilience programme?

If you did, don’t forget to use your Tools of Resilience whenever you need to cope with

all the little problems and disappointments of life.

Here are all of the Tools of Resilience to remind you!

Did you complete the Weaving Well-Being Positive Relationships

programme? If you did, don’t forget to use your steps to Positive Relationships every

day to help build your relationships with others.

Here are all of the Positive Relationships steps to remind you!

Attitude of Gratitude

Feel-Good-Flow! Random Acts of Kindness!

RainbowMoments!

Healthy Body- Happy Mind


These Weaving Well-Being lessons have been designed to help you to notice and

improve your well-being. Your teacher may ask you to ill it in from time to time to help you keep track of your own well-being. If you need help in a certain area, think of

ways to improve on it and see if they work. Don’t forget to ask your parents, friends and family for help, support and advice! Enjoy weaving your well-being!

Well-Being Self-Assessment Check-Up

I feel like I have plenty of energy to do the things I want or need to do.

I feel like I get along with others most of the time.

I know and use my strengths often.

I regularly feel grateful for many things in my life.

I feel that I have ways to cope with disappointments and problems.

I often feel proud of myself for doing my best.

I often help others.

I can accept that I am OK just as I am.

Well-Being Signs Date Date Date Date Date Date Date

= I’m doing well in this area

= I’m doing okay, room for improvement

= I am not doing well and may need support or help in this area


35Weaving Well-Being - Empowering Beliefs - Pupil Book © 2017 www.otb.ie - Copying of this page is illegal

Notes:You can write any extra notes you need on this page.

36



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