Life Skills & Leadership: Unit 1, Session 3: Building Self-Confidence | Page 30 of 93
“I am going to say types of weather. Go to the area that I point to that represents the weather
condition you like the most:
Sound of rain Sound of thunder
Sound of wind Feel of rain on your skin
Sight of lightening Feel of wind on your body”
Note: If there are too many participants in a group, have the larger groups split into two or ask a few participants to go to
the groups of their second choices.
- Pick up the wads of paper and distribute them randomly to the small groups. Say:
“Your group now has a pile of concerns about adolescence that could have been written by anyone – it
doesn’t matter who. Your task is to look at the papers and, as a group, sort them into the categories of
adolescent development: physical, mental, emotional, and social.”
- After a few minutes, show Flip chart 2: Resources: Skills/Assets, Agencies/Organizations, and People.
Say:
“We will discuss the concerns you have raised. As often as possible throughout our discussion, let’s
identify resources that may be available to us that might help address the concerns. For example, if the
concern is about handling feelings of anger, the person might have the skill or developmental asset
“Peaceful conflict resolution—The young person seeks to resolve conflict nonviolently.” What agencies
or organizations might help with anger management or peaceful conflict resolution? Or where you
might go as a resource when you are dealing with anger?”
Note: Write responses to the questions on the flip chart in the appropriate places. The most important things to capture
are the resources that participants identify. Listen carefully, as they might mention someone or refer to something in an
indirect way.
- Ask the following questions and when resources are mentioned, capture them on the flip chart:
Which of the four categories (physical, mental, emotional, and social) seemed to have the most
concerns?
What were some concerns that might fit into more than one category?
As you were working with your group, did you think of any other concerns that someone might
have?
What are some of the skills that might be helpful for people to learn so they can address these
concerns? Or what developmental assets might someone have or need?
What are self-confidence and self-esteem and why do we refer to these as strengths?
Note: Self-confidence is the belief that you can do something and do it well. Self-esteem is having a realistic and
healthy respect for oneself and highly regarding oneself.
