Resiliance Toolkit PDF

RESILIENCE
TOOLKIT
R Remain
Positive
Look towards the future, think of what you
want from life.
E Establish Realistic
& Achievable Goals
This helps give you focus.
S Strategies
Plan your coping strategies. Don’t be afraid
to ask for help.
I Identify
Identify your strengths and be confident
in yourself.
L Learn from
Experience Learn from experience and move on.
I Introduce
Introduce a positive way of thinking. Focus
on the good things in your life.
E Enjoy Make time to do the things you enjoy.
N Needs Take care of yourself. Keep healthy and fit.
C Connect
Build healthy relationships with your family,
friends and teachers.
E Embrace
Change
Don’t dwell on the past. Put your energy into
the present to shape your future.
PART OF HEALTH PROMOTING YOUTH ORGANISATIONS

RESILIENCE TOOLKIT
Introduction
This resource is an initiative of Glasgow CHP South Sector Youth Health Improvement team
developed in partnership with The South Strategic Youth Health and Wellbeing Group. This
Emotional Resilience Toolkit provides practical guidance in promoting the resilience of young
people as part of an integrated health and wellbeing programme. The resource is designed to be
used by workers and volunteers working with young people aged 10 and over.
What do we mean by resilience?
Resilience describes a person’s capacity to cope with changes and challenges and to bounce
back during difficult times. The more resilient someone is, the better they are at getting
through tough times, and the better their chances at recovering from experiences of
adversity and trauma (Gilligan 2004)
Resilience is a key factor in protecting and promoting good mental health. It is the quality of being
able to deal with the ups and downs of life. It is a term that can be applied to people of any age. A
young person’s ability to be resilient can depend on many different circumstances - they may be
able to overcome challenges in one situation but not in another.
What resilience is not!
Resilience is not about keeping quiet and putting up with a potentially harmful situation. When
encouraging resilience in young people, it is important to avoid sending the message that it is
about being the ‘strong, silent type’ who avoids asking for help or communicating their needs or
feelings. Resilience needs to be developed with care as not to push unrealistic expectations onto
young people. Rather than growing as a person and developing new skills, such messages have
the potential to increase the risk of psychological problems in young people.
Qualities Associated with Resilience
Resilience doesn’t develop in isolation. There are many other qualities which impact on and affect
resilience - the main ones can be summarised as follows:
being accepted by people whose relationship you value, and from

SELF-ESTEEM
completing tasks you value.
Having the qualities of optimism; ‘stickability’ and believing that one’s own
SELF-EFFICACY
efforts can make a difference.
Experience people as reliable, value them and expect them not to betray
TRUST
your confidence.
A secure attachment relationship creates a secure base from which a young

ATTACHMENT
person feels safe to explore the world.
RESILIENCE TOOLKIT 1
The provision of a consistent and stable place to live and continuity of
SECURE BASE wider relationships which then allow the maintenance or development of
attachment relationships.
MEANINGFUL Provide a sense of positive identity and a source of self esteem as well as a
ROLES source of enjoyment and distraction.
AUTONOMY Make decisions and know that it is OK to make mistakes and that you can
learn from mistakes.
IDENTITY Young people need to know and understand who they are, where they
belong and to whom they are important.
Helps people to take appropriate actions and make appropriate choices. It is

INSIGHT
therefore linked to self efficacy and to initiative.
Can help young people to distance themselves from, and therefore reduce,
HUMOUR
emotional pain and it can also help them make and sustain relationships.
Risk Factors for Resilience

It is more challenging for a young person to develop resilience if there are a number of risk factors
apparent in their life.
The risk of young people not becoming resilient can be reduced greatly by decreasing these
factors and increasing protective factors that are internal and external to the individual.
It is particularly helpful for young people to develop positive and caring relationships within
family, social, school and community settings, as positive relationships provide opportunities
in life. The more protective factors a young person has, the more resilient he/she is likely to be.
Protective Factors will be discussed in a later section. There are many different factors that affect a
young person’s resilience:
FAMILY INDIVIDUAL PEER SCHOOL COMMUNITY

Absence of warm Difficult Lacking friendships Low achievement Poverty
and healthy temperament.
attachments Risky behaviour. Insufficient Poor attendance Instability of
between a child Drug / alcohol relationships with accommodation
peers Low connectedness
and parent misuse. Criminal to school Low connectedness
involvement.
Low connectedness Association with to community
Psychological Transition from
to family and it’s delinquent / high
problems primary to
members risk young people
secondary, college /
Violence, abuse or Relationship break university
neglect ups
Family dysfunction
Moving away from

family / friends
2 RESILIENCE TOOLKIT
Benefits of Resilience for Young People
Young people who are resilient tend to be more hopeful, confident and possess higher self-
worth during hard times. They are more likely to overcome challenges, recognise when they need
support and develop coping strategies enabling them to handle difficulties more easily in the
future.
Resilient young people are also more likely to;
Persevere in Develop mutually

Have realistic Have a sense of
overcoming Set goals respectful
expectations independence
difficulties relationships
Understand their Have good

strengths and
weaknesses
BENEFITS OF RESILIENCE communication
skills
Have good Recognise and

Learn from Empathise with
interpersonal Problem solve manage their
mistakes others
skills own feelings
Assessing Resilience
Three Sources of Resiliency
Edith Grotberg of the International Resilience Project defines resiliency in terms of three sources.
For a young person to be resilient, he or she needs to have more than one of these strengths.
Social and interpersonal supports

Awareness of those who support them
Who I have
I HAVE
Trusting and loving relationships with others
Parents, siblings, teachers, friends.
Structure at home
Clear rules and routines, comprehensible and fair sanctions when breached,
praise when followed.
Role models
Parents, other adults, peers, siblings, who model good behaviour and
morality.
Encouragement to be independent
People who offer praise for growing autonomy.
Access to health, education and social care
Consistent direct or indirect protection for physical and emotional health.
Inner strengths
How they view themselves
Who I am
I AM
Loveable
The young person possesses, or is helped to develop qualities that appeal to
others.
Loving
The young person is able to express affection to others, and is sensitive to
their distress.
Proud of myself
The young person feels they have the capacity for achievement and resists
discouragement.
Responsible
The young person accepts and is given responsibilities, and believes their
actions can make a difference.
Hopeful and trustful
The young person has faith in institutions and people, is optimistic for the
future and is able to express their faith within a moral structure.
Interpersonal and problem solving skills
Degree of confidence they have in their own abilities
What I can do
I CAN
Communicate
The young person is able to express feelings and thoughts and listen to
those of others.
Solve problems
The young person can apply themselves to problems, involve others when
necessary and be persistent.
Manage my feelings
The young person knows and understands emotions, recognises the feelings
of others and controls impulsive behaviour.
Seek out trusting relationships
The young person has the ability to find people, peers or adults, in whom
they can confide and develop mutual trust.
Understand my temperament
The young person has insight into their personality and that of others.
For example, if a young person has good self-esteem (I AM), but lacks anyone whom they can
turn to for support (I HAVE), and does not have the capacity to solve problems (I CAN), they
will not be resilient.
This finding is in line with other research showing that resiliency is the product of a number of
mutually enhancing protective factors. It is not a personality attribute, but the result of many
factors which combine to buffer a young person against the potentially harmful effects of
adversity.
Each of the I HAVE, I AM, and I CAN factors suggests numerous actions young people and workers
can take to promote resilience. You do not have to use the entire pool of resilience factors, some
use many; others use few. However, the larger the pool of choices before them, the more options
young people have for selecting appropriate responses to a situation.
At different ages, young people rely more or less heavily on their I HAVE, I AM, and I CAN resources.
As young people grow, they increasingly shift their reliance from outside supports ( I HAVE ) to
their own skills ( I CAN ), while continually building and strengthening their personal attitudes and
feelings ( I AM ).
In order to develop a young person’s resilience, it is important to know to what extent they have
the above qualities i.e. where their current strengths and deficits lie.
Building and Developing Resilience in Young People
There are eight sets of protective factors which can affect a young person’s daily life and shape
their resilience. Below gives youth organisations some ideas around what they can do to develop
and support these protective factors.
Protective Factor Description What can Youth Organisations do?
Young people need many skills Adapt environments so that young people
SKILLS
to be resilient, healthy and with learning and physical disabilities can
successful in life and active in take part and fully benefit.
their communities.
In group work sessions use learner-centred
Personal skills include: approaches such as drama activities
to help young people learn about and
Self-awareness and self- practice living and learning skills.
monitoring.
Provide a sounding board, mentor or
Adaptive, coping and coach young people who are trying to get
management. through a problem or conflict.
Interpersonal communication. Encourage young people to spend time
Relationship and social skills. with people who like them and make
them feel good about themselves.
Critical and creative thinking
skills. Help young people set realistic and
achievable goals.
Encourage young people to share their
opinions so they get good practice at
communicating their views.
Provide opportunities for young people to
challenge themselves.
Many different people play Provide information about parenting

PARENTS
a parenting role in young programmes and other services that can
people’s lives. Their resilience support parents.
is greatly affected by
parental expectations, their
style of discipline and the
quality of attachment and
communication between them.
Families that are resilient and Engage young people in activities to

FAMILY
function well give young identify family values, strengths and
people a positive identity, a rituals.
sense of connectedness and
an environment in which they
can flourish. Family includes
anyone a young person sees as
important because of a strong
enduring connection, whether
related by blood or not.
Most young people spend Establish working relationships with local

SCHOOLS
much of their time in school. schools to ensure consistency of support
Of particular importance to and development of young people.
a young person’s resilience is
the feeling of belonging and
acceptance at schools.
Relationships with peers are Use group management techniques that

PEERS
important in adolescence. recognise the power and impact of the
Friends and other peers peer group. Avoid negatively labelling
provide social support and a groups of young people. Engage young
sense of belonging. people in discussions about peer groups
and moral dilemmas.
Resilient young people have Encourage young people to get involved

COMMUNITY
links to their community and with community organisations and
have opportunities to be volunteering opportunities.
meaningfully involved. A strong
community nurtures a sense of Involve young people in advocating for
belonging and connectedness needed resources in their community.
and engages in constructive Work with community partners to help
activities that benefit them and develop a youth friendly community.
others.
CULTURAL A strong cultural identity is Provide opportunities for taking part in

IDENTITY an important part of how cultural traditions and celebrations.
young people see and value
themselves. Provide opportunities for young people to
learn about stigma and discrimination and
to critically reflect on how this impacts on
their lives.
ECONOMIC & Belonging to an economically Develop financial literacy classes and

FINANCIAL secure household affects the workshops.
health and wellbeing of young
people. Young people need to Provide services to support young people
understand how money works in finding and retaining employment.
and have the skills needed to Promote open communication about
earn and manage their own finance. Encourage youth participation in
money. budgeting processes.
One Good Adult
Youth work is a distinctive practice setting alongside formal education, parenting, family and the
wider community, in providing the teaching, learning and development young people need to
make successful transitions to adulthood. Having a One Good Adult in a young person’s life is
highly related to a range of protective factors: perceived support from family, perceived support
from friends, life satisfaction, self-esteem, seeking social support for problems, optimism and using
planning strategies to cope with problems.
Having high levels of support from One Good Adult is also associated with greater degrees of
life satisfaction, which in turn is consistently related to positive well-being. Young people who
perceived very low support from a special adult when in need had significantly higher levels of
depression compared to the typical young person in the sample.
As a significant adult in the life of a young person, it is important to encourage and be aware of
the advantages of resilience. Youth workers can help promote resilience in young people through
words and actions; role modelling. Look for opportunities to open conversations. Make time and
make space. Encourage young people to share their problems – create an environment where
everything is up for discussion in a friendly open manner.
This concept is often confused with the ‘Named Person’ or ‘Significant Adult’, however there
is a less formal role to be played by adults when considering this and that is to ‘look out’ for a
young person who seems distressed, distant, left out, lacking interest or just looking unhappy or
miserable. Whatever it is, whether it seems trivial to you as the adult, it is a ‘big deal’ for that young
person. This just doesn’t apply to young people, if there is an adult who displays these traits then it
is just as important to offer an empathetic ear. Sometimes just knowing that someone has listened
to you can make a world of a difference. It sounds more complex than it really is. First of all, you
need to sit down and simply have a chat with the young person – it’s that simple.
For more hints, tips and reminders to help us in our role as One Good Adult see here:
Please use the following links:
http://www.headstrong.ie/headstrong-support-advocacy/one-good-adult/one-good- adult/
dos-donts/
Further information around One Good Adult, including a short YouTube film - this is aimed at
young people, encouraging them to talk to one good adult.
https://www.youtube.com/watch?v=b79KV7kqwNI
Relationship and Adolescent Mental Health: One Good Adult ( PCI College )
http://www.pcicollege.ie/articlerelationshipsandmentalhealth
Study highlights importance of ‘One Good Adult’ for young people ( Iona Institute )
http://ionainstitute.org/index.php?id=2159
There are five main ways you can respond to the One Good Adult challenge:
Listen and be there (whether you are a parent or guardian, a youth worker, a
1 coach or volunteer.) Don’t start with the obvious questions. You need to ease into
the conversation and create a level of comfort. Don’t expect the young person
to do all the talking: they need to know you have a vulnerable side too. It can
be very condescending to talk down to someone and smother them in pity and
sympathy. What we need is a relationship that feels as though both sides are
bringing something to the conversation. Respect young people; actively listen;
don’t judge, ask thoughtful questions; empathise with the young person; see
solutions and opportunities; be flexible and open.
Improve your understanding, awareness and skills. Why not do a course if you
2 want to be more skilled. There are a range of courses available such as the
Scotland Mental Health First Aid Young Peoples course or specific courses such
as Self Harm Awareness, Assist and SafeTalk. Familiarise yourself with the vast
range of information and resources that might help a young person cope with
challenges they face.
Get to grips with the digital world. Whether we like it or not the digital world is
3 ever evolving and is here to stay. While the web and social media often generates
negative coverage, there is significant positive potential in using digital resources
to support young people’s wellbeing. Of course we all hear of cyber-bullying
and the negative, but there is a vast array of positive resources on digital media
and we should be aware and able to signpost young people to the supports and
safeguards that are available to protect them. Aye Mind is one example of how
young people have co-produced a suite of resources to do just that. Look out for
future developments in this area.
Volunteer for a role that can support young people,e.g. via an organised
4 mentoring scheme, coach, uniformed organisations or even the local football
team who would welcome an extra pair of hands.
Be a good role model by taking steps to look after your own mental health and
5 wellbeing? E.g. managing stress, work-life balance, family time, family meals.
10 questions to explore when thinking about a young person’s resilience and vulnerabilities
Why are you worried?

What sort of behaviour is causing the problem? Who is being affected, how, when and where?
When did it start?
What factors are in the child’s background? (e.g. divorce / illness ) What are the present and past
risk and protective factors?
Which risk factors are decreased?
Which protective factors can be increased?
What are the strengths in the child, family, community, school and how can they be built on?
What is the worst thing that could happen?
Young People’s 5-a-day For Resilience & Mental Health
To help young people to think about their mental health in this way a ‘5 a day’ programme for
mental health and resilience has been developed that captures the top five things young people
can do to develop their resilience and promote their mental health. This ‘5 a day’ programme is
based on research evidence on how best to promote resilience and mental health. You may find it
useful to photocopy the ‘5-a-Day for Mental Health and Resilience’ hand out and give it to young
people you work with.
Accept yourself.
ACCEPT Find ways to develop your self-esteem.

Accept positive feedback from others.
Don’t be hard on yourself.
Do things that make you feel good about yourself.
Stay connected with your family and friends.
CONNECT Connect with places in your community where you feel valued and accepted.
Make sure you have one adult in your life who you can trust and can turn to for
support.
Join groups where you can meet like-minded people who share your interests.
Reach out for help if you need it.
Get involved with something you care about.
CONTRIBUTE Find ways to help people in your life.

Find ways to use your talents.
Offer support to others.
Eat well by making healthy food choices.

BE
HEALTHY Get active; do at least 30 minutes of physical activity every day.
Sleep well; aim for 9 hours unbroken sleep a night.
Look after yourself.
Take time out and learn ways to relax.
BE AWARE Notice how your thoughts affect how you feel.

OF YOUR
Don’t treat your thoughts as though they are facts.
FEELINGS
Find ways to balance critical and negative thoughts with more helpful ways of
thinking.
Keep an open mind.
R Remain
Positive
want from life.
& Achievable Goals
This helps give you focus.
S Strategies
to ask for help.
I Identify
in yourself.
L Learn from
I Introduce
Introduce a positive way of thinking. Focus
C Connect
E Embrace
Change
SHOOT FOR THE STARS (30MINS - 1 HOUR)
Lesson
Letter R Remain positive: Look towards the future, think of what you want from life.
HWB Organiser Mental, emotional, social and physical wellbeing.
Experiences HWB 3-10a/4-10a
and Outcomes
I recognise that each individual has a unique blend of abilities and needs. I can
contribute to making my school and community one which values individuals
equally and is a welcoming place for all.
Learning I can identify and list personal goals/targets that are important to my life and
Intentions what I would like to achieve in the future.
Resources Shoot for the stars worksheet.
Coloured ink pens and pencils.
Extras could include emotion stickers, multi coloured stars stickers to
decorate the sheets.
Activities
I can identify and list personal goals/targets that are important to my life and what I would
like to achieve in the future. (colour purple)
Individual Activity: Provide each young person with a worksheet. Ask the young people on
their own to think about their future. Fast forward their life to 10 years time and think about
what they would be doing and where they would be; this can include employment, family,
finances, luxuries like cars, emotions, travel. Encourage the young person to write their thoughts
in each star, encouraging them to be creative, drawing pictures or using words. Use colours and
any stickers you have provided.
Group Activity: Ask young people if they feel comfortable to feedback on their stars. Encourage
discussion, have they ever thought about where they want to be in 10 years and why it is
important to think ahead? What/who do they need to help them achieve their ambitions?
Evaluation: Use evaluation sheet provided at the back of the pack.
Key session message: The importance of having goals and ambitions and how they give
purpose and focus in our personal lives.
SHOOT FOR THE STARS
Write or draw a picture describing a goal you would like to achieve in your life in each star.
General suggestions could be school, college, job, travel, driving licence, children, relationships,
getting your own home, families, emotions.
Try and think of your own.
Make your goals colourful and use any stickers that may be available.
MY TO DO LIST (5 MIN)
Lesson
Letter R Remain positive: Look towards the future, think of what you want from life.
Learning I can identify personal goals/targets.

Intentions
Resources To do list worksheet.
Activities
Individual Activity: Provide each young person with a copy of the worksheet. Encourage them
to think about what they want to achieve in life. This can be a combination of short-term (e.g.
reading a book, exercising more) and long-term goals (e.g. specific career path, visiting different
countries). Encourage them to think of five things they want to achieve and write them down.
Group Activity: Depending on class/group sizes and if time allows, young people can share
their lists with a partner or in a small group. Encourage them to keep their list and display
somewhere visible to them (e.g. in their bedroom) so they can refer back to it. Writing our goals
down can motivate us to take action and also allows us to see and celebrate any progress and
success.
MY TO DO LIST
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HOROSCOPES (30MINS - 1 HOUR)
Lesson
Letter E Establish realistic and achievable goals: This helps give you focus.
and Outcomes
I am aware of and able to express my feelings and am developing the ability
to talk about them.
Learning I can identify personal goals that are important to my life and my future.
Intentions I can set myself achievable and realistic goals and will work towards them.
Resources Coloured pens and paper.
Magazine or newspaper for horoscopes.
Activities
I can identify personal goals that are important to my life and my future.
Group Activity: Open the session by reading horoscopes from a newspaper or magazine and
facilitate a short group discussion with your class/group about horoscopes. Why do we think
people read them? Are they true?
Individual Activity: Explain to young people they are now age 25 and they are going to write
their own horoscope for their lives at age 25, areas to cover within their horoscope are: family,
career, relationships, money and housing. Encourage the young people to include hopes,
dreams and ambitions, how they feel about themselves and how others will see them.
I can set myself achievable and realistic goals and will work towards them.
Group Activity: Once everyone has completed their horoscope invite them back as a group to
share or discuss with the person next to them.
Key session message: The importance of having hopes and dreams and how they could
achieve them, raising awareness of achievable goals.
GOAL SETTING (5MINS)
Lesson
Letter E Establish realistic and achievable goals: This helps give you focus.
Learning I can set myself a realistic and achievable goal and work towards it.
Intentions
Resources My goal worksheet
Pens
A3 Paper / flip chart paper
Activities
Individual Activity: Provide each young person with a copy of the worksheet or have an A3/
flip chart sized goal on the wall. Ask each young person to write one thing that they would like
to achieve within the next week, an example of this could be keep your room clean, visit your
Gran, pass a level on a computer game, not to argue with a sibling/parent. The goals can remain
on the wall or worksheets can be kept by the worker/teacher. Inform the young person or group
that we will revisit the goals that they set the following week to see if individuals managed
to complete them. Offer praise and congratulations to those who achieved their goal but
encourage those who didn’t achieve their goal to think about why they didn’t do and what they
could do differently next time.
MY GOAL
Name & Date
Next Week’s
Goal
One Week On, I Achieved My Goal
I Didn’t Achieve
My Goal.
Think about
what you didn’t
do, and what
could you do
differently next
time.
PROBLEM SOLVING SCENARIOS (30 MINS - 1 HOUR)
Lesson
Letter S Strategies: Plan your coping strategies. Don’t be afraid to ask for help.
and Outcomes I am learning skills and strategies which will support me in challenging
times, particularly in relation to change and loss.
Learning I can identify strategies that provide support in challenging times.
Intentions I can identify areas of support and where to get help.
Resources Scenarios photocopied and cut into individual cards.
Flip Chart, pens.
Activities
I can identify strategies that provide support in challenging times.

Group activity: Divide the young people into small groups and give each group two scenarios.
Explain that in their groups they will read the scenario, discuss the situation and answer the
questions by writing on the flip chart. The questions are as follows:
1. How do they think the young person would be feeling?
2. Where could they get help or advice?
3. Is there anything the young person could do to help the situation?
Group Activity: Alternatively to make the session more interactive you could encourage groups
to role play their scenarios and act them out to their peers asking the audience to answer the
above questions.
I can identify areas of support and where to get help.
Group activity: Bring all the groups back together and ask them to share their scenarios and
what answers they have come up with to the questions.
Individual activity: Now ask the young people to think about their own personal lives and to
think of examples of strategies they use or have used in challenging times. Likewise get them to
think about the help and support they can access to see them through challenging situations.
Encourage the young people to write them down and keep these.
Group activity: Encourage the young people to share their examples of strategies and support.
These can be written on flip chart paper and displayed.
Key session message: The importance of identifying strategies/coping mechanisms that can
support us in challenging times to help maintain emotional balance.
Alternative: Blether cards – within a drop in or small group setting the scenarios can be used
as a tool for group discussion. Ask young people to pick a scenario read it out and discuss the
above questions with the group.
Sarah is 13, she lives with her mum and dad, her dad is disabled and is in a
wheelchair. Her mum looks after him during the day when Sarah is at school
but Sarah cares for her dad after school while her mum goes to work.
Sarah can’t attend any youth clubs or after school activities so she is finding it
difficult to make friends. She spends most of her lunchtimes alone.
Danny is 15, he recently fell out with his friends. They have started a rumour
about him on Facebook. Other young people are sharing the post and he now
feels everybody is talking about him.
Michael is 16 and in 5th year at school. He passed all his exams in 4th year and
his teacher and family were so proud of him. He is currently working towards
3 Highers but is finding it very difficult, he’s struggling to remember the class
work and thinks he might fail.
Louise is 14 and lives with her mum and dad. She has heard them arguing
recently. They have told her everything is fine but she thinks they might split
up. She is always worrying if everything will be OK when she goes home.
PROBLEM SOLVING SCENARIO (5 MINS)
Lesson
Letter S Strategies: Plan your coping strategies. Don’t be afraid to ask for help.
Learning I can identify one strategy that can help me deal with a situation I find
Intentions stressful/challenging.
Resources Paper
Pens
Activities
Individual Activity: Provide each young person with a sheet of paper and ask them to think
about a situation that they find stressful or challenging and what they can or could do to
help them deal with this. Examples of situations could be exams, arguing with family/friends,
going to the dentist. Examples of Strategies could be making dentist appointments early in the
morning so you don’t have all day to worry about it or taking a friend with you for support. With
exams it could be practising breathing skills, not studying after a certain time etc.
Group Activity: Encourage the young people to share their Strategies (they can, if they chose
to share what they find stressful however this is optional). Strategies can be displayed giving
the young people some thoughts and ideas about what things they could do to help them in
challenging times.
RECOGNISING STRENGTHS AND WEAKNESSES (30MINS–1 HOUR)
Lesson
Letter I Identify your strengths and be confident in yourself.

and Outcomes I recognise that each individual has a unique blend of abilities and needs.
I contribute to making my school community one which values individuals
equally and is a welcoming place for all.
Learning I can recognise my personal strengths, motivators and weaknesses.

Intentions
Resources Questionaire handout.
Pens.
Activities
I can recognise my personal strengths, motivators and weaknesses

Individual Activity: Distribute a copy of the questionnaire to each of the young people. Explain
that the challenge is to recognise statements which they feel describes them best. They should
put a tick next to each statement that they feel applies to them. Emphasise that there is no right
or wrong answer. Once completed they should count to see which section has the most ticks.
Group Activity: Following completion of the questionnaire, use the information below to share
what population group they predominantly belong to.
Category 2: Pessimist
Category 1: Optimist
30% population. Can make good
60% population. Can make good inventors,
accountants, risk assessors, architects,
designers, media advertisers, salesmen.
planners.
Category 3: Materialist
Category 4: Extrinsic
5% population. Can make good
5% population. Can make good care
businessmen, investors, salesmen,
workers, teachers.
teachers.
Group Activity: Divide the young people into pairs and encourage them to share their findings
with their partners.
Key session message: The importance of recognising our own characteristics so we can
capitalise on our strengths and support our weaknesses.
HAND OUT 1
Recognising the Positives

Questionnaire
Category 1 Tick those that apply to you
You see the positive side of things and people
You tend to look for the best possible things to happen
You are eager to do things and encourage other people
You are usually described as a happy person
You are sometimes described as a dreamer
You tend to have lots of energy to do things, particularly in the beginning
You tend not to consider the risks in doing things-you sometimes lose more than
you gain
You tend to miss out planning things properly which can lead to failure
You often waste your time on things which don’t work out or benefit you
Category 2
You tend to go very carefully with your ideas and activities
You are usually described as a thinker
You tend to use your energy well and don’t waste it
You are good at seeing the problems involved in doing things
You tend to play safe rather than take risks
You quickly recognise the negative sides of things and people
You can hold back good ideas because you concentrate so much on the problems
You can lose helpers because you concentrate too much on what they can’t do
You can miss out opportunities by being worried about what might go wrong
People find it hard being with you if you are critical a lot of the time
Category 3
You tend to take calculated risks based on your knowledge and experience
You are enthusiastic and enjoy the results of what you do
You tend to make very good use of your time, money and energy
You quickly recognise the benefits of doing things
You usually like to lead or share the lead on things
You tend to be better at making decisions others find difficult
You can concentrate so much on the results of things that you miss out on the fun of
taking part
You can miss out on friendships because you tend to look at what you will gain from
people
You tend to avoid activities which don’t benefit you so you are described as selfish at
times
Category 4
You prefer to get on and do things rather than talk about them
You tend to be a good organiser and problem solver
You like to be “hands on” and like working with other people
You tend to be seen as someone who supports others to get involved in things
You are usually good at recruiting and encouraging other people to do things
You can get involved in things but find that your lack of planning can result in failure
You find yourself taking on too much work and then end up not doing it all properly
IDENTIFYING YOUR STRENGTHS (5 MINS)
Lesson
Letter I Identify your strengths and be confident in yourself.
Learning I can identify a personal strength

Intentions
Resources Flip chart
Post it notes
Pens
Activities
Individual Activity: Write on board or flip chart paper, the table below. Distribute post it notes
to each young person and ask them to think of something they really want to do e.g. pass an
exam, gain employment. On another post it ask them to write a strength they have that can
help them, e.g. strengths can be determination, like to study, confident in speaking etc. Invite
the young people to place each of the post it notes on the appropriate columns. Highlight that
we all have strengths and we can each have different strengths.
I really want to… A strength I have that will help me achieve it
LEARN FROM EXPERIENCE (30MINS -1HR)
Lesson
Letter L Learn from experience and move on.
and Outcomes I am aware of and able to express my feelings and am developing the ability
to talk about them.
Learning I can identify an experience/situation in my life that I have used to help me
Intentions deal with things differently for future situations.
Resources Flip chart paper
Pens
Activities
I can identify an experience/situation in my life that I have used to help me deal with things
differently for future situations
Individual activity: Ask the young people to think about an experience/situation in their lives
where the outcome was not what they wanted. It can be something in or out of school,e.g. not
passing an exam, not getting the part in the school show they wanted, not getting to go on a
trip, falling out with a friend etc. It may help the young people if the facilitator gave an example,
or they can use a personal one if they wish. Once they have thought of a situation ask them to
write it on a piece of paper and fold it over so no one can see it. Once they have all written their
experience ask them to drop it into a box. All information is anonymous and no one will be able
to see what each other has written.
Group Activity: Now divide the young people into groups and ask each group to pick from
the box. Each group will now have an experience/situation. Encourage them to discuss the
situation. How do you think you would feel in that situation, what do you see as the worst case
scenario happening because of that situation, what could you do to turn the experience from
a negative into a positive? Ask them to record their thoughts on flip chart. * If time allows, this
activity could be done as a role playing exercise, each group has to act out the situation and
what they would do to move on from what has happened*.
Group Activity: Once all groups have completed their task, bring them back together and ask
each group to share the experience they selected and what they have discussed. Highlight the
strategies/things that the young people have suggested that they could do to move on from
that experience.
Individual Activity: Encourage the young people to reflect back on the situation they had
written down at the start of the session. Have they learned from that experience and moved on?
Key session message: Sometimes things don’t turn out the way we expected but we have to
learn from these experiences and move on.
MONA LISA (5 MIN)
Lesson
Letter L Learn from experience and move on.
Learning I can identify a situation I have experienced and use this to reflect on ways of
Intentions doing things differently.
Resources Mona Lisa worksheet
Activities
Individual Activity: Distribute a copy of the worksheet to the group. Encourage them to stare at
the dot on the page for 30 seconds. Once the 30 seconds are over ask them to close their eyes.
They should start to see an image form of the Mona Lisa. Ask the young people how they knew
that this was the Mona Lisa – memories are stored in our brains and we are able to bring them
forward and use them when required. The purpose of this exercise is to show that you are able
to bring memories to the forefront of your mind. This encourages you to remember how you
previously dealt with a situation and either to repeat/not repeat your thoughts and actions.
Individual Activity: Ask the young people to take a few moments to think about a negative
situation they have experienced and how they dealt with it, and on reflection how they would
have dealt with it differently for a more positive outcome.
Stare at the red dot for about 30 – 60 seconds.
Try not to blink.
Close your eyes..
You will see a famous lady.
Who is she?
POSITIVE FOOTBALLS/FLOWERS (30MINS-1HR)
Lesson
Letter I Introduce a positive way of thinking. Focus on the good things in your life.
and Outcomes I know that friendship, caring, sharing, fairness, equality and love are
important in building positive relationships. As I develop and value
relationships, I care and show respect for myself and others.
Learning I can identify the positive things about my self and list them.
Intentions I can be supportive of my peers and identify positive things about them.
Resources Football or flower worksheets (print enough copies of petals for everyone in
the class/group).
Activities
I can identify the positive things in my life and list them

Individual Activity: At the beginning of the lesson/session provide each young person with
a worksheet with a blank football/flower on it. Encourage the young people to think about
positive things about themselves. Encourage the young people to write one positive thing on
each hexagon/petal. The young people should be encouraged to glue all their hexagons/petals
on to the football/flower, which will create the positive football/flower.
I can be supportive of my peers and identify positive things about them
Group Activity: It is suggested that young people go into groups not bigger than 8.
Step one: Each person is given a piece of paper with a circle in the centre.
Step two: Everyone is instructed to write their name (any way they wish), whilst being handed
hexagons/petal.
Step three: One by one each member of the group will have one ‘hexagon/petal’ from everyone
else within the group containing something positive they have written about them. Hexagons/
petal can only be positive thoughts about another person.
Step four: Each member of the group will glue their petals around their name circle to create
their own ‘Positive Football/Flower’.
Step five: Everyone’s ‘Positive Football/Flower’ is displayed on the wall for the rest of the session.
These can be taken home at the end of the session.
Key session message: The importance of focusing on the positives to develop our confidence
and self-esteem.
RECOGNISING THE POSITIVES (5 MINS)
Lesson
Letter I Introduce a positive way of thinking. Focus on the good things in your life.
Learning I can recognise the positives in my life.

Intentions
Resources Recognising the positives worksheet
Pens/pencils
Activities
Individual Activity: Distribute the recognising the positives worksheet to each of the young
people. Allow approximately 5mins and emphasise that the challenge is to put down a variety
of positive statements only about themselves. Some examples may be required to start off with.
This can include things like age, sex, and height, family such as a brother, a son, member of a
group etc, before leading on to personality traits. Reinforce to the young people that we all have
positives in our lives that we can often overlook or forget about. It’s important to remember
these in helping us build our confidence or support us in challenging times.
RECOGNISING THE POSITIVES
I AM
..................................................................................... I CAN .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
..................................................................................... .....................................................................
POSITIVE BUNTING (30 MINS - 1 HOUR)
Lesson
Letter E Enjoy: Make time to do the things you enjoy.
and Outcomes I value the opportunities I am given to make friends and be part of a group
in a range of situations.
Learning I can identify one thing that I enjoy doing.
Intentions I can understand the importance of making time to do things I enjoy.
Resources Hand out 1: Bunting templates, A4 paper/card, coloured pens, pencils, string
and ribbon.
Any other art resources that could be used to stick on bunting.
Activities
I can identify one thing that I enjoy doing

Individual activity: Give each young person a few templates to cut out their own bunting.
Group activity: Open up a discussion by explaining to the young people that they are going
to decorate their bunting with things that they enjoy doing in their spare time. Encourage the
young people if they want to share some of their past times before decorating. What do they
like doing and why?
Individual activity: Encourage the young people to decorate their bunting using words or
pictures.
I can understand the importance of making time to do things I enjoy
Group activity: Bring the young people back together with their bunting and encourage them
to think about why we should make time to do the things we enjoy and the benefits of this. The
bunting can be joined together and put up on display.
Evaluation: Use evaluation sheet provided at the back of the pack. (Page 48)
Key session message: The importance of having things in our life that we enjoy doing and the
benefits they bring.
Hand out 1: Bunting Template
CHARADES (5 MINS)
Lesson
Letter E Enjoy: Make time to do the things you enjoy.
Learning I can identify one thing in life that I enjoy doing.

Intentions
Activities
Group Activity: Divide the young people into pairs (or depending on size of group this can
also be done as a whole group) and ask them to take turns to mime out something they enjoy
doing. They have to guess what it is. Reinforce the importance of taking time out to do things
we enjoy to help keep us happy.
MY NEEDS (30 MINS-1 HOUR)
Lesson
Letter N Needs: Take care of yourself. Keep healthy and fit.
and Outcomes I am developing my understanding of the human body and can use this
knowledge to maintain and improve my wellbeing and health.
Learning I can recognise what I have and what I do to help keep me healthy and fit.
Intentions I can identify what I need more of to help keep me healthy and fit .
Resources Worksheet 1 8 HWB indicator cards.
Worksheet 2: HWB wheel. Wellbeing Wheel.
Post it’s, pens
Activities
I can recognise what I have and what I do to help keep me healthy and fit
Group activity: Display and spread the eight HWB indicator cards on a wall. Provide each
young person with a number of post its and ask them to consider what indicators they feel
are important for young people’s health and wellbeing and place a post it at each one. Once
they have all completed the task, take a few moments to examine where the post it’s have
been placed etc. This can be used as an opportunity to generate discussion with the young
people on why e.g. have they selected specific indicators and not others. Do they feel some
more important than others? Highlight that the Wellbeing wheel indicates the eight areas that
children and young people need in their lives to help them grow and develop and all are of
equal value.
Group Activity: Provide the young people with another selection of post its and encourage
them to look at each of the health and wellbeing indicators. What resources, people and
activities do they think could fit under each indicator to support young people’s growth and
development? Bring the young people back together and encourage them to share their ideas.
I can identify what I need more of to help keep me healthy and fit
Individual Activity: Distribute the health and wellbeing wheel worksheet to the young people.
Encourage them to think about the HWB indicators from a personal point of view. What do
they personally have and/or what they do in their life that supports each indicator? Do they
feel there is more that can be done in any of the indicators that would help their development
what might that involve and who can help them? You should be sensitive to young people’s
circumstances here. Some young people may need some support and encouragement to help
them recognise some of the resources they have in their lives to support their growth and
development.
Key session message: There are a variety of things, not just physical, that young people need in
their lives to help them grow and develop.
NURTURED ACTIVE
ACHIEVING RESPECTED
HEALTHY INCLUDED
RESPONSIBLE SAFE
HEALTH AND WELLBEING WHEEL
ACTIVE
Having opportunities
NURTURED
to take part in activities
Having a nurturing place
such as play, recreation
to live, in a family setting
and sport which
with additional help if
contribute to healthy
needed, or, where this is
growth and
not possible, in a care
development, both at
setting.
home and in the
community.
ACHIEVING
Being supported and
guided in their learning and RESPECTED
in the development of their skills, Having the opportunity, along
with carers, to be heard and
home, at school and in the involved in decisions which
community. Successful Learning
Responsible Citizens RESPONSIBLE

Having opportunities and
HEALTHY encouragement to play active and
Having the highest attainable responsible roles in their schools and
standards of physical and mental communites and where necessary
health, access to suitable having appropriate guidance
healthcare and support in and supervision and being
learning to make healthy involved in decisions that
and safe choices.
INCLUDED
Having help to
SAFE overcome social,
Protected from abuse, educational, physical
neglect or harm at home, and economic
at school and in the inequalities and being
community. accepted as part of the
community in which
they live and learn.
WHAT I DO TO KEEP HEALTHY AND FIT (5 MINS)
Lesson
Letter N Needs: Take care of yourself. Keep healthy and fit.
Learning I can list three things that I do that help keep me healthy.
Intentions
Resources Paper/pens
Activities
Individual Activity: Provide each young person with three post its and ask them to think of and
list three things they do that keeps them healthy. Encourage them to think about the day to day
(possibly small) things they do that helps keep them healthy. Encourage the young people not
just to think about the physical things they do but what they do that supports their emotional
wellbeing.
Group Activity: Depending on class/group sizes and if time allows, young people can share
their post its with a partner or in a small group. Encourage all the young people to place
their post its on a wall collage to highlight all the different things we can do to keep healthy.
Reinforce that we all have or can do things in our life that helps our physical and emotional
health.
ONE GOOD ADULT (30 MINS-1 HOUR)
Lesson
Letter C Connect: Build healthy relationships with your family, friends and teachers.
and Outcomes I understand that there are people I can talk to and that there are a number
of ways in which I can gain access to practical and emotional support to help
me and others in a range of circumstances.
Learning I can identify the qualities of a positive role model.
Intentions I can name a ‘One Good Adult’ in my life.
Resources Freeze paper or 3 sheets or flip chart taped together for each small group.
Coloured pens.
Activities
I can identify the qualities of a positive role model

Group activity: Divide the class/young people into small groups of 4/5, explaining that within
this session we are going to think about positive role models and the benefits for young people
to have one good adult in their life. Encourage the groups to draw round the smallest person
on the freeze paper/flip chart. They are going to create one good adult. Ask them to think of a
person from head to toe, drawing or writing personal qualities/skills a good role model should
have e.g. good heart, a brain to think about problem solving, knowledge, muscle to be strong,
lips nice to talk to, other qualities could be caring, kind, calm, supportive. These would be written
or drawn on the inside of the body. Outside qualities can be drawn around the outside of the
body and could include: welcoming body language, community or family links, strong, down
to earth approach, funny, happy, well liked etc. Encourage the group to name their person and
make him/her colourful and creative.
Group activity: Encourage each group to feedback on their work, highlighting some of the
characteristics that are important in ‘one good adult’.
I can name ‘One Good Adult’ in my life
Individual activity: Encourage the young people to think about who is a one good adult in
their life.
Group Activity: Encourage the young people to share their one good adult.
Key session message: The importance of having one good adult in their lives.
HAND SHAKE (5 MINS)
Lesson
Letter C Connect: Build a healthy relationship with your family, friends and teachers.
Learning I can recognise the importance of communicating and building relationships

Intentions in my life.
Resources Paper/pens
Activities
Group Activity: A quick exercise to get the group communicating is to inform the group/class
that they are taking part in a quick game which is also a competition.
When you begin each young person must shake each other hands say, “Hi my name is
.......................................................................” and ask them to sign their paper.
It doesn’t matter if the young people know each other they still must say, “Hi my name is
.......................................................................”
The first young person to have everyone’s signature is the winner. Reinforcing the importance of
building relationships in our lives.
EMBRACE CHANGE (30 MINS-1 HOUR)
Lesson
Letter E Embrace Change: Don’t dwell on the past. Put your energy into the present
to shape your future.
HWB Organiser Mental , emotional, social and physical wellbeing.
and Outcomes I am learning skills and strategies which will support me in challenging
times, particularly in relation to change and loss.
Learning I can recognise a change in my life and can identify ways to embrace this
Intentions change and move forward.
Resources Juggling items (small soft toys/balls), 3 for each group.
Activities
I can recognise a change in my life and can identify ways to embrace this change and move
forward
Group Activity: Juggling game. Depending on numbers, have no more than 10 young people
in a group. Have them stand in a circle. Explain that each group will start with one item. The
object of the game is to throw the item to someone in the circle and say their name and keep
this going. After a few minutes another item will be introduced and the young people must
continue to do the same with the additional item. A third item will be introduced and again the
group must continue to keep the three items circulating and saying the name of the person
they throw to.
Group Activity: Bring the groups back together. Ask them how they felt doing the activity. Was
it straightforward with one item? How did it feel when things were changed i.e. more items
were introduced into the activity? How did they manage the change? Highlight the purpose
of the activity is to show that change is part of life and is happening all the time. Sometimes
change may be voluntary (planned) or involuntary (out with our control). Using the activity as
an example, highlight that when change happens we shouldn’t focus on what has been but
look at how we use our energy to shape the future. We have to look at how we adapt to change.
Group Activity: Divide the young people into pairs. Ask them to think about a change that
happened or is about to happen to them. Remember to reinforce to the young people that they
should only share what they are comfortable with. How did they feel or how are they feeling
about this change? What can or did they do to embrace the change? Think about things they
can do, people that can help them etc. Encourage them to write their discussions down.
Group Activity: Bring the young people back together. Encourage the young people to share
their discussions, but only if they feel comfortable to. Highlight that every person is unique and
change happens to us all. We all experience change and need to learn ways to embrace change
rather than dwell on the past.
Key session message: Change is an inevitable part of life and we need to learn to deal with the
change. Some change may be more challenging than others and we need to learn to identify
strategies and skills that will support us through times of change.
CHANGE (5 MINS)
Lesson
Letter E Embrace change: Don’t dwell on the past. Put your energy into the present to
shape your future.
Learning I can identify a change in my life.
Intentions
Session Title Change.
Resources Paper/pens.
Activities
I can identify a change in my life

• Individual activity: Encourage each young person to think about music, a toy, a cartoon they
liked when they were younger and they like now.
• Group activity: As above but encourage the young people to share their experiences. Ask
them what they think this exercise shows: change is part of life, who we are and what we like.
We can’t avoid change, it happens all the time. Some change can be easier to cope with than
other more challenging change.
Session name....................................................................................................................................................
Describe this session…

The Best Bit Was?
Exciting
What did taking part in this activity
Boring Difficult make you think about.
Fun Interesting
Or tell us in your own words…
It would be better next time if?

The Worst Bit Was?
What I learned.
R Remain
Positive
want from life.
& Achievable Goals This helps give you focus.
S Strategies
to ask for help.
I Identify
in yourself.
L Learn from
I Introduce Introduce a positive way of thinking. Focus

RESILIENCE TOOLKIT C
E
Connect
Embrace
Change

PART OF HEALTH PROMOTING YOUTH ORGANISATIONS

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What are some strategies mentioned to build resilience?

What are some strategies mentioned to build resilience?

What qualities are associated with resilience according to the text?

What qualities are associated with resilience according to the text?

RESILIENCE

E Enjoy Make time to do the things you enjoy.

N Needs Take care of yourself. Keep healthy and fit.

PART OF HEALTH PROMOTING YOUTH ORGANISATIONS

being accepted by people whose relationship you value, and from

A secure attachment relationship creates a secure base from which a young

Helps people to take appropriate actions and make appropriate choices. It is

Risk Factors for Resilience

FAMILY INDIVIDUAL PEER SCHOOL COMMUNITY

Moving away from

Persevere in Develop mutually

Understand their Have good

Have good Recognise and

Social and interpersonal supports

Protective Factor Description What can Youth Organisations do?

Many different people play Provide information about parenting

Families that are resilient and Engage young people in activities to

Most young people spend Establish working relationships with local

Relationships with peers are Use group management techniques that

Resilient young people have Encourage young people to get involved

CULTURAL A strong cultural identity is Provide opportunities for taking part in

ECONOMIC & Belonging to an economically Develop financial literacy classes and

Why are you worried?

ACCEPT Find ways to develop your self-esteem.

Stay connected with your family and friends.

Get involved with something you care about.

CONTRIBUTE Find ways to help people in your life.

Eat well by making healthy food choices.

BE AWARE Notice how your thoughts affect how you feel.

E Enjoy Make time to do the things you enjoy.

N Needs Take care of yourself. Keep healthy and fit.

Learning I can identify personal goals/targets.

Name & Date

One Week On, I Achieved My Goal

I can identify strategies that provide support in challenging times.

Letter I Identify your strengths and be confident in yourself.

Learning I can recognise my personal strengths, motivators and weaknesses.

I can recognise my personal strengths, motivators and weaknesses

Recognising the Positives

Letter I Identify your strengths and be confident in yourself.

Learning I can identify a personal strength

I really want to… A strength I have that will help me achieve it

Letter L Learn from experience and move on.

I can identify the positive things in my life and list them

Learning I can recognise the positives in my life.

I can identify one thing that I enjoy doing

Letter E Enjoy: Make time to do the things you enjoy.

Learning I can identify one thing in life that I enjoy doing.

Responsible Citizens RESPONSIBLE

Letter N Needs: Take care of yourself. Keep healthy and fit.

I can identify the qualities of a positive role model

Learning I can recognise the importance of communicating and building relationships

I can identify a change in my life

Describe this session…

Or tell us in your own words…