Who Is In My Squad? Discussion Guide

Objective: To help the student identify trusted adults in their life and understand the different ways these individuals can offer support.

Introduction (Teacher-Led)

• "We all need people in our lives who we can count on. These are the people who make up our 'support squad.' Today, we're going to think about who is in your squad."
• "Remember, your support squad can include different people for different reasons. There's no single 'right' answer."

Part 1: Identifying Your Support Squad

Teacher Prompt: Think about the adults in your life who you trust, who care about you, and who you feel comfortable talking to. These can be family members, teachers, coaches, counselors, or other adults.

• Question 1: List 3-5 adults you consider part of your support squad. What is their relationship to you?
  
  
  
  
• Question 2: For each person you listed, what kind of support do they offer? (e.g., listening, giving advice, helping with school, making you laugh, providing comfort during sad times).
  
  
  
  
• Question 3: Is there anyone you wish was in your support squad but isn't right now? What kind of support would you like from them?
  
  
  
  

Part 2: Different Needs, Different Supports

Teacher Prompt: Sometimes, we need different kinds of help. Let's think about situations where you might need to reach out to someone.

• Question 1: If you were feeling really sad or confused about changes at home, who in your support squad would you most likely talk to first? Why that person?
  
  
  
  
• Question 2: If you were struggling with a difficult school assignment, who would you ask for help?
  
  
  
  
• Question 3: What if you just needed someone to listen without giving advice? Who would be a good listener in your squad?
  
  
  
  

Reflection Questions

• Question 1: What did you learn about your own support system today?
  
  
  
  
• Question 2: Why is it important to have more than one person in your support squad?
  
  
  
  
• Question 3: What is one step you can take this week to connect with someone in your support squad?

My Support Web Activity

Objective: To visually represent and understand the student's personal support network, identifying key individuals and their roles.

Teacher Instructions:

1. Explain the Concept: "We've talked about our 'support squad.' Now, let's create a visual map of your own personal support web. Think of it like a spider web, where you are in the center, and all the people who support you are connected to you."

2. Provide Materials: Offer a blank sheet of paper and drawing/writing tools. Alternatively, you can verbally guide the student through creating the web if they prefer.

3. Guide the Activity:

   • "Start by drawing a circle in the middle of your paper and write your name inside it. This is you!"
   • "Now, think about the adults you identified in our discussion. Draw lines connecting yourself to each of these adults. You can write their name or their role (e.g., Mom, Mr. Johnson, Counselor) next to the line."
   • "Next to each person, you can write a word or two about the kind of support they offer (e.g., 'listener,' 'gives advice,' 'helps with homework,' 'makes me feel safe')."
   • "If you like, you can use different colors for different types of support or different relationships."

4. Observe and Support: As the student draws, observe their process. Offer gentle prompts if they seem stuck: "Who helps you with school?" "Who do you talk to when you're feeling worried?" Reassure them that it's okay if their web isn't huge; the quality of support matters more than the quantity.

Student Reflection Questions (Teacher-Led Discussion after activity):

• What did you notice as you were creating your support web? Was anything surprising?
  
  
  
• Which connections on your web feel the strongest? Why?
  
  
  
• Are there any areas on your web where you feel you could use more support, or where you'd like to build a stronger connection?
  
  
  
• How does seeing your support web laid out like this make you feel?
  
  
  
• How can having this 'web' help you, especially when you're dealing with big feelings or changes?
  
  
  

My Support Strategy Project Guide

Objective: To develop a personalized plan for how and when to reach out to specific members of your support squad.

Project Overview:

You've identified your support squad and mapped out your support web. Now it's time to think about how you'll use this squad when you need them. This project will help you create a practical plan for reaching out for help.

Instructions:

Part 1: Understanding My Needs

1. When do I usually need support? Think about different situations or feelings that might make you want to talk to someone or ask for help. (e.g., feeling overwhelmed by school, feeling sad about family changes, feeling angry, needing advice about friends).
   
   
   
   
   

2. What kind of support do I typically need in these situations? (e.g., just someone to listen, advice, a distraction, help solving a problem).
   
   
   
   
   

Part 2: My Support Action Plan

3. Choose three different situations/feelings from Question 1. For each one, complete the following:

   • Situation/Feeling: (e.g., "Feeling really sad about my parents being separated.")

   • Who from my support squad could I talk to for this? (Name or role, e.g., "My Aunt Sarah" or "My School Counselor")

   • What is one thing I could say to start the conversation? (e.g., "Aunt Sarah, can I talk to you for a bit? I'm feeling really down.")

   • What kind of support would I hope to receive? (e.g., "Someone to listen and remind me it's okay to feel sad.")

   • Situation/Feeling 1:
     
     
     

   • Who:
     
     
     

   • What to say:
     
     
     

   • Kind of support:
     
     
     

   • Situation/Feeling 2:
     
     
     

   • Who:
     
     
     

   • What to say:
     
     
     

   • Kind of support:
     
     
     

   • Situation/Feeling 3:
     
     
     

   • Who:
     
     
     

   • What to say:
     
     
     

   • Kind of support:
     
     
     

Part 3: My Commitment to Seeking Support

4. Write a short statement (1-2 sentences) about why it's important for you to actively use your support squad. How will it help you feel stronger or more confident during challenging times?
   
   
   
   
   
   

Presentation/Discussion (Optional, Teacher-Led):

• Share your Support Action Plan with your teacher. Discuss your strategies and any questions you have.
• Together, you can practice some of your conversation starters or brainstorm additional ways to reach out.

Respectful Responses Discussion Guide

Objective: To explore scenarios where understanding the 'why' behind instructions and practicing respectful communication can help in following instructions, especially when dealing with difficult emotions.

Introduction (Teacher-Led)

• "We've talked about why adults give instructions and how our feelings can sometimes make it tricky to follow them. Now, let's think about some real-life situations."
• "Remember, there's no 'right' or 'wrong' answer here. We're just exploring different ways to understand and respond."

Scenario 1: A Change in Routine

Teacher Prompt: Imagine an adult you live with (a parent, grandparent, guardian, etc.) tells you that, because of some new changes at home, your evening routine needs to be different. For example, you now have to do your chores before dinner, instead of after. You're feeling really sad and tired from everything going on, and this new rule just makes you feel more frustrated.

• Question 1: How might you feel in this moment? What thoughts might be going through your head?
  
  
  
  
• Question 2: How could you respectfully communicate your feelings to the adult, while still acknowledging their instruction? What would you say?
  
  
  
  
• Question 3: What do you think the adult's reason might be for changing the routine, even if it feels inconvenient to you right now?
  
  
  
  

Scenario 2: Unpopular Request

Teacher Prompt: Your teacher asks you to work with a partner on a project, but you really prefer to work alone, especially today because you're feeling a bit down and don't feel like talking much. You feel like it's an unfair request.

• Question 1: What emotions might you be experiencing? How might these emotions influence your first reaction?
  
  
  
  
• Question 2: If you decide to follow the instruction, what are some respectful ways you could approach working with a partner, even if you don't feel like it?
  
  
  
  
• Question 3: Is there a way you could talk to your teacher about your preference to work alone, or your feelings, without refusing to do the assignment?
  
  
  
  

Reflection Questions

• Question 1: When you're feeling strong emotions, what's one thing you can try to do before responding to an adult's instruction?
  
  
  
  
• Question 2: How can understanding an adult's perspective (even if you don't agree with it) help you follow instructions?
  
  
  
  
• Question 3: What do you think is the most important part of respecting adults and following instructions, especially when things are tough?
  
  
  
  

Instruction Challenge Activity

Objective: To practice listening and following multi-step instructions, and to reflect on personal reactions to receiving directives.

Teacher Instructions:

1. Explain the Challenge: "I'm going to give you a series of instructions. Your job is to listen carefully and follow them exactly as I say. There's no trick, just a chance to practice listening!"

2. Give the Instructions: Choose one or two of the following multi-step instructions. Deliver them clearly and at a moderate pace. Do not repeat the instructions unless explicitly asked by the student.

   • Challenge A: "Stand up, turn around once, touch your left knee, and then clap your hands twice."
   • Challenge B: "Take three steps forward, point to the ceiling, say your favorite animal, and then sit down."
   • Challenge C: "Close your eyes for five seconds, open them, draw a small circle in the air with your right hand, and then smile."

3. Observe: Pay attention to how the student responds. Do they hesitate? Do they ask for clarification? Do they follow all steps in order? Do they show any frustration or amusement?

Student Reflection Questions (Teacher-Led Discussion):

• What did you notice about following the instructions? Was it easy or hard?
  
  
  
• Were there any parts that made you want to do something differently?
  
  
  
• How did it feel to be given specific steps to follow?
  
  
  
• When in real life do you get multi-step instructions? (e.g., in class, at home, in a game)
  
  
  
• How might our feelings (like being tired, sad, or distracted) make it harder or easier to follow instructions like these?
  
  
  
• What did you learn about yourself when you were doing this activity?
  
  
  

My Respectful Action Plan Project Guide

Objective: To create a personalized plan for understanding and respectfully responding to adult instructions, especially when navigating difficult emotions.

Project Overview:

You've learned about why adults give instructions and how our feelings can impact our responses. Now, it's time to create your own Respectful Action Plan! This plan will help you think through how you can best respond to adults, even when you're feeling big emotions like sadness, frustration, or confusion.

Instructions:

Part 1: Identifying My Feelings & Triggers

1. When do I find it hardest to follow instructions? Think about specific situations or times when you feel less likely to listen or follow through. (e.g., when I'm tired, when I'm feeling sad about my family, when I don't understand why).
   
   
   
   
   

2. What emotions am I usually feeling at those times? List the specific feelings that come up for you.
   
   
   
   
   

Part 2: My Respectful Response Strategies

3. What can I do or say when an adult gives me an instruction and I'm feeling those big emotions? Brainstorm at least three specific strategies. Think about:

   • How to ask for clarification respectfully.
   • How to express your feelings using "I" statements (e.g., "I feel frustrated when...").
   • How to take a moment to calm down if you need to before responding.
   • How to try to see the adult's perspective.
     
     
     
     
     

4. Who is one adult I can talk to if I'm struggling to understand or follow instructions? (e.g., a teacher, a parent, a counselor). Write down their role or name.
   
   
   
   
   

Part 3: My Personal Commitment

5. Write a short statement (1-2 sentences) about why it's important for you to practice respectful communication and follow instructions. Connect it to your well-being or your relationships with caring adults.
   
   
   
   
   
   

Presentation/Discussion (Optional, Teacher-Led):

• Share your Action Plan with your teacher. Discuss what you wrote and any challenges you foresee.
• Together, you can refine your plan and think about how to put it into practice.