Self-Concept Reflection Worksheet

Name: ____________________________ Date: ____________________________


Instructions: Read each prompt and write your honest thoughts in the space below. There are no right or wrong answers—this is for you!

1. My favorite things about me are…
   
   
   
   
   
   

2. When I look in the mirror I feel…
   
   
   
   
   
   

3. One thing I worry about is…
   
   
   
   
   
   

Feelings Journal Template

Name: ____________________________ Date: ____________________________


1. How do I feel today? (e.g., happy, nervous, calm)







2. One positive thought about my body:







3. Something I’m proud of myself for today:







4. A kind thing I will say to myself tonight:







5. My goal for tomorrow:

Session 1 Script

Total Time: 30 minutes

1. Establish Rapport (5 min)

Teacher: “Hi [Student Name]! It’s great to see you. How has your week been so far?”
Pause to listen and respond naturally (e.g., ask about hobbies or weekend plans).

Teacher: “Thanks for sharing! Today, we’re going to have a private, confidential chat about how you see yourself. There are no right or wrong answers—this time is just for you.”

2. Introduce Body Image (7 min)

Teacher: “I want to start with a question: What do you think the words ‘body image’ mean?”
Listen to the student’s ideas and say:
Teacher: “That’s a really good thought. Body image is how you feel and think about your body—your height, shape, the color of your hair, everything.”

Teacher: “Let me give you an example. Have you ever seen pictures in magazines or online where people look ‘perfect’? Sometimes those images can make us feel good, and other times we might feel like we don’t measure up. Remember, everyone’s body is unique and always changing.”
Pause for the student’s reaction.
Teacher: “Does that idea make sense to you?”
If student is unsure, rephrase: “It’s just how you think and feel about what you look like on the outside.”

3. Self-Concept Reflection Activity (10 min)

Teacher: “I have a worksheet I’d like you to try. It’s called the Self-Concept Reflection Worksheet. It has three prompts:”

1. “My favorite things about me are…”
2. “When I look in the mirror I feel…”
3. “One thing I worry about is…”

Teacher: “Take your time and write whatever comes to mind. Be honest—there are no right or wrong answers. I’ll be right here if you have any questions.”

Give student the worksheet and allow them to work quietly. Offer encouragement if they pause:
Teacher: “You’re doing great. Remember, this is just for you to think and write.”

4. Guided Discussion (5 min)

Teacher: “Thanks for filling that out! I’d love to hear more about what you wrote.”

Teacher: “Let’s start with the first prompt: ‘My favorite things about me are…’ Could you share one of those favorite things?”
Listen and then ask:
Teacher: “Why did you choose that as one of your favorite things?”

Teacher: “Now, for ‘When I look in the mirror I feel…’ What did you write, and what makes you feel that way?”
Reflect back: “It sounds like you feel proud because…” or “I hear that it makes you feel nervous because…”.

Teacher: “Lastly, you wrote that ‘One thing I worry about is…’ Would you like to tell me more about that worry?”
Validate the student’s feelings: “That sounds tough. It makes sense you’d feel that way.”

5. Assign Feelings Journal (3 min)

Teacher: “You did an awesome job today reflecting on your thoughts. To keep building on this, I have a journal for you called the Feelings Journal Template. Each day this week, fill in one entry.”

Teacher: “In your journal, you’ll write:

1. How you feel today,
2. One positive thought about your body,
3. Something you’re proud of,
4. A kind thing you’ll say to yourself tonight, and
5. Your goal for tomorrow.”

Teacher: “You can keep it private, and there’s no rush—just be honest and kind to yourself. I’ll check in with you next time to see how it went.”

Teacher: “Thanks for sharing today. I’m proud of your openness and honesty. See you at our next meeting!”

End of Session 1

Session 1 Reflection Discussion

Purpose:

• Deepen understanding of body image by reflecting on today’s worksheet and conversation
• Encourage self‐awareness and positive self‐talk
• Connect insights to the Feelings Journal practice for ongoing support

Discussion Guidelines

• This is a safe, private space—there are no right or wrong answers
• Speak from your own experience using “I” statements (e.g., “I felt…”)
• Listen respectfully and honor your own pace of sharing

Prompts

1. What stood out to you most when you answered “My favorite things about me are…”?
   
   
   
   
   
   
2. How did it feel to write down “When I look in the mirror I feel…”? Can you describe that feeling?
   
   
   
   
   
   
3. You wrote “One thing I worry about is….” How do you think journaling about that worry might help you feel differently?
   
   
   
   
   
   
4. Sometimes media images (like in ads or online) can influence our thoughts. Have you noticed a time when a picture or video made you feel good or bad about your body? What happened?
   
   
   
   
   
   
5. As you start using the Feelings Journal Template, what’s one positive thought you’d like to remind yourself of whenever you notice a negative feeling?
   
   
   
   
   
   

Possible Follow-Up Questions

• “Can you tell me more about that?”
• “Why do you think you felt that way?”
• “What can you do next time you notice that feeling?”
• “How might you use your journal entry to remind yourself of something you’re proud of?”

Closing Reflection:

• Ask the student to name one takeaway from today’s discussion.
• Encourage them to write that takeaway as a journal prompt for tomorrow (e.g., “Tomorrow I will remember that…”).
• Reinforce: “You’re doing important work, and each time you practice reflecting, you’re building stronger, kinder self‐talk.”

Session 1 Cool Down

Name: ________________________ Date: ______________________

Exit Ticket

1. One thing I learned today was…
   
   
   
   
   
   
   

2. Something I feel proud of about myself is…
   
   
   
   
   
   
   

3. One question I still have is…
   
   
   
   
   
   
   

4. A goal I’ll work on before our next session is…
   
   
   
   
   
   
   

5. How do I feel about today's session?
   Circle one number: 1 2 3 4 5
   (1 = Not sure yet, 5 = Very confident)
   
   
   
   Why I circled that number:
   
   
   
   
   
   
   

Thank you for sharing! Your thoughts help us make our next session even better.

Media Influences Analysis Worksheet

Name: ____________________________ Date: ____________________________


Instructions: Choose two or three media examples (magazine ad, online post, video screenshot). For each example, describe what you see or paste/sketch it, then answer the questions below.

Media Example 1

1. Describe the media example (what it shows, where you saw it):

2. What message is this ad/post sending about bodies or appearance?

3. How does it make you feel when you look at it?

4. Who do you think this message is made for (age, gender, interests)?

5. Is this standard realistic for most people? Why or why not?

Media Example 2

1. Describe the media example (what it shows, where you saw it):

2. What message is this ad/post sending about bodies or appearance?

3. How does it make you feel when you look at it?

4. Who do you think this message is made for (age, gender, interests)?

5. Is this standard realistic for most people? Why or why not?

Media Example 3 (Optional)

1. Describe the media example (what it shows, where you saw it):

2. What message is this ad/post sending about bodies or appearance?

3. How does it make you feel when you look at it?

4. Who do you think this message is made for (age, gender, interests)?

5. Is this standard realistic for most people? Why or why not?

Media Influence Discussion Prompt Cards

Use these prompt cards during the guided discussion in Session 2. Shuffle or select 3–4 cards to explore a variety of insights.

1. Which message surprised you most from the media examples we looked at today? Why?
   
   
   
   
   
   

2. How might these images or ads affect someone your age when they see them? What feelings could come up?
   
   
   
   
   
   

3. When you notice a media message that makes you feel bad, what is one thing you could say or do to feel better about yourself?
   
   
   
   
   
   

4. Which parts of these media examples seemed realistic, and which parts felt unrealistic? How can you tell?
   
   
   
   
   
   

5. Who do you think benefits when media shows only certain body types? Who might feel left out, and why?
   
   
   
   
   
   

6. How can you use what you’ve learned today to help a friend who feels upset after seeing an ad or post about appearance?
   
   
   
   
   
   

Media Diary Template

Name: ____________________________ Date: ____________________________


1. What media image did I notice today? (e.g., a magazine ad, social media post, video clip)







2. Where did I see this image? (e.g., Instagram, TV, school magazine)







3. What message is this image sending about bodies or appearance?







4. How did this image make me feel?







5. What is one thing I can say or do to remind myself I am enough?







6. One positive thought I will carry into tomorrow:

Session 2 Script

Total Time: 30 minutes

1. Check-In and Journal Review (5 minutes)

Teacher: “Hi [Student Name]! It’s great to see you again. How was your week?”
Pause to listen and respond (e.g., “That sounds fun!” or “I’m glad you tried that activity”).

Teacher: “Last time, you started using the Feelings Journal Template. This week, I also asked you to pick one media image each day and record it in your media diary. Before we begin, can you share one example you noticed?”
Listen and say:
Teacher: “Thank you for sharing. You said the [describe image] made you feel [student’s feeling]. That’s a really honest reflection.”

2. Introduce External Influences (7 minutes)

Teacher: “Today we’re going to look at things outside ourselves—like advertisements, social media posts, and even comments from friends—that can influence how we think and feel about our bodies. Let’s start with a question: What influences how you think about your body?”
Write or nod as the student responds.

Teacher: “Yes, those are great answers! We call those external influences. Friends’ comments, magazine ads, TV shows, or videos you see online all send messages about what bodies should look like. Some messages can help us feel good, and some can make us feel bad.”

Teacher: “I have a sample ad here. Let’s look together.”
Show a printed ad or screen image.

Teacher: “What do you think this image is trying to tell us about bodies or appearance?”
Pause for student’s ideas.
Teacher: “Good thinking. Sometimes ads show one type of body and imply that’s the only way to be ‘beautiful’ or ‘strong.’ But we know every body is different. Does that make sense?”

3. Media Analysis Activity (10 minutes)

Teacher: “Now I’d like you to practice analyzing a few media examples yourself. Here is the Media Influences Analysis Worksheet.”
Hand over the worksheet and the 2–3 media examples you prepared.

Teacher: “For each example, you’ll answer five questions:

1. What is this image or ad showing?
2. What message is it sending about bodies or appearance?
3. How does it make you feel when you look at it?
4. Who do you think this message is made for?
5. Is this standard realistic for most people? Why or why not?
   Take your time, and I’ll be here if you have any questions.”

Allow the student to work. After they complete Example 1, pause and ask:
Teacher: “Would you like to share what you wrote for your first example?”
Listen, reflect: “I hear that it made you feel… because…”

When they finish both examples:
Teacher: “Great job analyzing those images. You’re noticing a lot!”

4. Guided Discussion (5 minutes)

Teacher: “Let’s talk about what stood out to you. I have some prompt cards here (Media Influence Discussion Prompt Cards). Let’s pick two or three to explore.”
Shuffle and choose Card 1:
Teacher: “Card 1: ‘Which message surprised you most from the media examples we looked at today? Why?’”
Pause for response.

Pick Card 2:
Teacher: “Card 4: ‘Which parts of these media examples seemed realistic, and which felt unrealistic? How can you tell?’”
Pause and listen.

Teacher: “Those are really thoughtful insights. Recognizing what’s realistic and what’s not helps us remember that media images often show only one idea of beauty.”

5. Assign Media Diary (3 minutes)

Teacher: “To keep practicing, you’ll continue the Media Diary Template. Each day this week:”

1. “Pick one media image you notice.”
2. “Write where you saw it.”
3. “Describe the message about bodies.”
4. “Record how it made you feel.”
5. “Write one thing you can say or do to remind yourself that you’re enough.”
6. “End with a positive thought for tomorrow.”

Teacher: “This diary helps you spot patterns and practice kind self-talk when messages feel negative. I’ll check in on your entries in our next session.”

Teacher: “Thank you for your honest work today. You’re building strong skills to notice—and challenge—messages that don’t serve you. See you next time!”

End of Session 2