Module: 1

Theme and No: SELF AWARENESS

Objectives To develop group cohesion through sharing and self-disclosure.
To create an opportunity for every member of the group to take time to
speak out in the large group
LS addressed: Self-esteem, Communication skills, Expressing feelings /emotions
Duration: Two and half hours
Methodology: Individual. Pair work, group work, Large plenary

Content: This session is a first step in understanding our feelings about ourselves. Self-esteem
describes how people feel about themselves. This influences their actions towards others and
what they accomplish in life.

People with high self-esteem may have a high regard for themselves. They know that they are
worthy of love and respect. They respect themselves. When people feel worthy of love and
respect, they expect it from others. Having self-esteem does not mean that you never get upset
or angry with yourself. Everyone gets frustrated at times. But someone with high self-esteem
can accept his or her mistakes and move on. If another person tries to convince or persuade
him or her to do something they really do not want to do, people who feel good about
themselves will be less likely to fall under another person’s pressure. They will make their own
choices based on their own desires

The opposite is also true. People with low self-esteem may be more likely to fall under the
influence of others, not trusting their own values or decisions. In order for young people to
develop and effectively use life skills, they must have an understanding of their own worth.
Believing they have self-worth is an integral part of all life skills sessions in this module.
Therefore, One’s self-picture or self-image is influenced by one’s and not the desires and values
of others. It reflects the messages received and taken in about oneself from ‘significant others’
whether these messages are explicit or implicit, verbal or non-verbal, valid or invalid.

1.Low self-esteem is manifested in

Extreme concern with what other people think.

A lack of autonomy and individuality.
Boasting or wanting to impress in order to disguise low self-esteem.

2.Low self-esteem comes from such growing up experiences as:

Conditional love and acceptance.

Absence of affection, encouragement, challenge
Criticism, ridicule, sarcasm, cynicism.
Physical beatings and abuse.
Absence of recognition and praise for achievements.
Uniqueness not being reinforced.
3. Troubled systems which foster low self-esteem are characterised by:

Criticism for being different.

Punishment for mistakes.
Distorted communication.
Inflexible rules

4. High self esteem:

Having a strong rooted sense of self worth

Survive mistakes, disappointments and even rejection by others..
Feels good about all aspects of him/herself and accepts his/her limitations.
Show less anxiety and less stress under failure.
They are more socially effective, confident and ambitious.
They look and feel good, they are effective and productive
They respond to other people and themselves in healthy, positive ways.
They make better relationships, are less defensive, are able to handle criticism and don’t
brag and boast so much.
People with self-confidence and high self-esteem are less likely to abuse drugs.

Sub content: Sharing self-statements and opinions and having them accepted by others
helps to foster one’s sense of identity

Activity :1 ID CARDS
Objective of Activity: Students explore who they are – their likes, dislikes and opinions, how
they see themselves
Preparation: List of statement cards according to the situation need to be
prepared

Mode Small groups of seven – Small group discussion,

Materials required: A soft ball and Statement cards from pack
ID CARDS
Sl List of statements to be completed SL List of statements to be completed
No No
1 When I get a headache I 10 I hate
2 My favourite person outside my family 11 I am good at _
is
3 A funny thing that happened to me was 12 People who get drunk
4 A silly thing I once did was 13 I have a problem with _
5 The worst thing about school is 14 I have no problems with
6 A kind thing I once did was 15 The best thing about school is
7 My favourite person in the family is 16 Cigarette smoking is
8 Last time I cried because 17 I think friends should
9 My favourite television program is 18 Last time I got angry when
Instructions: Step 1: Warm activity in small groups. Use a soft ball – students throw it to
each other and the person holding it tells something about themselves,
e.g.,1. “I like…” / “My favourite food is…”
2. S/he then throws it to someone else.
Step 2: Seat students in a circle: give the ‘pack’ of cards to the first person.
Tell the students you are going to play a card game in which you will take
turns to tell the group something about yourself or your opinions about
some things. Each person will turn over a card in turn, read it and decide if
they want to finish the statement. There must be no pressure on anyone to
share if they do not wish to. If a student doesn’t want to share just say, “If
you do not wish to share just put the card on the bottom of the pack and
pass it on”. It is then the next person’s turn. If they do share, they must
agree to make honest statements. After each person makes a statement,
other people can comment, ask questions, or share their own response to
the statement. It is important that time is given for this sharing and that it is
not simply a question of rushing through the cards.

Allow the participants to discuss in small groups on the following points:

1. Did you think other people were interest in hearing your statement?
2. How could you tell?
3. Is it hard for anyone to speak out in the group?
4. What makes it hard?
5. How well were people listening?
6. What would make it easier for you to speak in the large group?
7. Is there anything the rest of the group could do to help?

Debriefing:
Facilitator note: This exercise is suitable for less verbal students. Have students sit in a circle
if possible. Give encouragement to ‘have a go’ but allow participants to ‘pass’
if they really wish to. As the group progresses, encourage a little more
sharing. Cards are allocated stars according to difficulty – more stars
indicate more challenging cards.
Key messages Understanding our likes and dislikes is very important

Activity 2: Coping up with change

Objective:  To explore changes associated with adolescence.
 To explore feelings about these changes.
 To reassure students about individual differences in growth and
development
Preparation: Facilitator must speak quietly and slowly when giving directions.
Duration 30 mins
Mode Individual , small group, Large group discussions
Materials Copies of Handout 1 ‘How I am Now’
required:
Instructions: A lot of changes have happened since we were born – walking, talking, going
to school, getting taller, learning to cycle, having friends. We have had to
learn things all the time. Now as a teenager you are changing in many ways
and have more responsibility for your life. Let us look at how you have
changed since you were ten years old.
I want you to close your eyes and relax. Breathe in and out in your usual
way. Notice if your breathing is shallow or deep, slow or swift. Can you
gradually establish a pattern of smooth, deep, slow breathing? Breathe in –
breathe out slowly.

Now I want you to think of yourself when you were ten years old. What
class were you in at school? What did the classroom look like? Where did
you sit? Who were your friends? What did you look like? How tall were you?
How had you your hair? What sort of clothes did you wear? What did you
like to do? What was your favourite TV programme? What sort of child were
you – were you lively, quiet, considerate, shy, or confident? What were you
like?
Discuss in pairs: In pairs, describe your picture to your partner and explain
what you remember about yourself as a 10-year-old.

Small group discussions: Ask students to list ways in which they’ve changed
as individuals since they were 10. Include changes in body, feelings, thinking,
and behaviour.
Large group discussion: Take feedback and discuss the changes and feelings
about those changes; what they like and dislike about being a teenager.

Debriefing: It is important to stress that differences are normal – physical changes

happen at different times for different people.
Facilitator note: Remember to point out that no one should be pressurised to talk about
things that they do not want to talk about. Take time to make sure everyone
is sitting comfortably, in good contact with the chair. Invite them to shift
about, loosen tense areas and take some deep breaths.
Key messages

Activity 3 A PAT ON THE BACK

Objective  To give each group member an experience of giving positive statements

 To strengthen self-esteem.
 To raise participants’ awareness that each one of us has it in our power
to enhance others’ sense of well being.
 To enhance communication skills.
 To build group cohesion
Preparation Grouping the students according to the size

Duration 30 minutes

Mode Small group discussion-Groups of seven if the strength of the class is 50

and make groups as per the strength of the class

Materials A sheet of A4 size card board paper and a pen

required

Instructions Explain that we have all made an impression of each other in one way or
another. We all have positive things that we would like to say to each other,
but sometimes we forget to tell each other the good thing. This exercise
gives us an opportunity to share with each other the impressions we have of
each other and have some fun at the same time.

Instruct the participants to write their names on an upper corner of their

respective papers and trace their both hand with fingers. Think about
different people in the classroom. What positive words would you use to
describe each person? What happy message would you like to give to
different people in the classroom? Tell the participants that when you say
start, they should sit in their respective groups and pass the paper to their
group members. They should write one word on each finger on each other’s
papers. When most seem to have finished , have the students stand up one
by one in their respective groups and read out what their cards say about
them For example,” My name is Sony. And I am beautiful, smart, strong
person. This can be a powerful reinforcement to self-esteem as the
participants own the statements by reading them aloud and sharing them
with the group.

Debriefing It is important that we identify strengths in ourselves and others and thank
them for participating wholeheartedly and also trusting each other

Facilitator note It is important to stress that we are focusing on positive things and good
things to avoid having anyone writing negative things on the cards. Before
this part of the exercise, emphasize that there is always something we can
appreciate about anyone, even if we do not get along too well with that
person. Your statement must be honest or the exercise will not be
worthwhile. People are very quick to dismiss positives and tell it is vital to be
honest and to be able to back up your statement with specific examples of
the behaviour or characteristic you like in that person.

Key messages Always have a positive mind-set

Activity 4 THINK POSITIVE

Objective To help students identify things they can do when they feel down

Preparation Grouping the students according to the size

Duration 30 minutes

Mode Small group discussion-Groups of seven if the strength of the class is 50

and make groups as per the strength of the class

Materials Paper and a pencil

required

Instructions 1.Introduction: It is important to like yourself and be your own good friend.
When you are feeling down, do something nice for yourself like dancing,
playing a game, meeting friends, listening to music, etc.
List 10 activities you like to do: Ask students to draw 2 columns on a page
and in the left hand column ask them to list ten things they like to do.
When they have the list complete, ask them to note in column 2 whether it
is something they like to do alone or with others: ‘A’ = alone; ‘T’ = together
( Individual exercise)
2.Small group discussion: On completion of the exercise, discuss the types of
things that students like to do; if they mainly like to do things by themselves
or with others;
3.Individual exercise: List 10 things you are good at. Being a good friend to
yourself also means that it is OK to think about the things you are good at.
We often think of the things we cannot do and think badly of ourselves. We
need to think of all the things that we CAN do. Write down/draw ten things
you can do. Include special skills, talents or abilities. Keep this list for
yourself and look at it when you are feeling down

Debriefing It is important that we identify strengths in ourselves and others and thank
them for participating wholeheartedly and also trusting each other

Facilitator note It is important to stress that we are focusing on positive things and good
things to avoid having anyone writing negative things on the cards. Before
this part of the exercise, emphasize that there is always something we can
appreciate about anyone, even if we do not get along too well with that
person. Your statement must be honest or the exercise will not be
worthwhile. People are very quick to dismiss positives and tell it is vital to be
honest and to be able to back up your statement with specific examples of
the behaviour or characteristic you like in that person.
SPECIAL NOTE: Students may need help in identifying positive things.
Key messages Self-esteem is enhanced by positive strategies for self-support
Activity 5 My place on the tree

Objective: To develop children's self-awareness about their present lives

Preparation A poster to be hung in front of the class for all the children to see or
xerox copies of the hand out of the tree picture
Duration 30 minutes

Mode Individual and later small group discussion and

Materials required Poster of the tree picture

Life skills: Self-awareness, critical thinking, creative thinking

Materials: A copy of the tree picture on a large poster for all the children to see

Instructions Step 1:Show the children the picture and explain that the tree represents
life. The people on the tree are at different stages of their lives. They are
doing different things for different reasons.

Step 2: Ask the children to think of a well-known character in your

country, for example a famous sports star, a character from a folktale or
a famous person. Perhaps this person feels like the person at the top of
the tree because he looks sure of himself and powerful. She is smiling at
everyone below her. She is pleased with her position! Ask the children
which figure in the picture is like the famous person. (The children will
probably have different ideas and different reasons – that's fine).

Step 3: Show the children the figure(s) on the tree which show where you
feel you are in life today. Explain the reasons for your choice.

For example: I feel I am like the person doing a handstand halfway up

the tree with one hand off the branch. I feel like this because I am
feeling full of energy and I feel I am doing something a bit different today
by starting this life skills work with you. I am not sure if it will be fun or
a bit risky!

Ask the children to choose one figure that is closest to themselves.

Step 4: In pairs or small groups, children discuss why they identified with
a particular figure. For example: I feel like I am at the bottom of the tree
waving and looking happy because I am just beginning the life skills (so I
am at the bottom of the tree). I am looking happy because I hope the
class will help me and I am waving at my friends who will be with me.

Final discussion: Do we feel like different people on the tree at different

times of the day or week? Were you happy to tell us about your figure?
 Why/Why not?

Debriefing Conclude that it is very importance for us to be aware of what situation

we are in.

Facilitator Note: Try to ask the children to think deeply about their place on the tree and
to find reasons for their choices. If children find this difficult, do not
worry but note what the children feel or do not feel able to say. If some
children do not want to speak in the group, do not force them, but let
them think about their ideas and if possible talk about their ideas to one
friend.

Key messages

HOW I AM NOW ----------------- HAND OUT

Below are some statements about how you may have changed since you were 10 years old. If
you agree with the statement put a tick in the box. If you disagree with the statement put a
cross in the box. If you are not sure, leave the box blank. There are no right or wrong answers.
We are all different, even though we have many similarities .

Compared to what I was like when I was 10 years old:

I am taller I have more secrets

I am heavier I fight more with my parents

My body is more hairy I am more interested in the opposite sex

I get more spots now I want to get my own way more

My hair is more greasy I make more decisions

I sweat more I am more concerned about other people

I have stronger muscles I notice things that are not fair and just in the world

The shape of my body has changed I smoke

My voice has changed I drink alcohol

My moods change often I want to be accepted by my own age group

I am more easily annoyed I don’t want to be different from my friends

I get embarrassed easily

My place on the tree- HAND OUT