COVID-19 TEEN EMPOWERMENT
To Help Youth Reduce Anxiety, See Emotion as Energy, Create their Mood/Day
Many schools are closed and teaching nontraditional instruction. Teens and young adults (14 and over) are at home and some may be struggling to cope emotionally.
Using google slides, I created this unit : COVID-19 Teen Empowerment (SEL): Reduce Anxiety, See Emotion as Energy, and Create a Mood/Day to promote adaptation. The purpose of this resource, based upon Emotional Literacy is to guide youth to cope, focus on interests, and look forward to a good future. Managing their way through this crisis is possible. We are all in this together in this unprecedented crises. Yet many youth are frustrated, angry, or depressed. This unit based on Social Emotional Learning is for all youth including persons in special education and students with social/emotional challenges.
In this unit you will find two entertaining peer assistants to walk youth through user friendly tools, guiding their practice. The purpose is to promote youth to have recognition and power over their emotions. Processes are offered to help youth make daily choices on their own behalf. Most importantly, the lessons are designed to empower and adapt.
Teachers and parents can adapt the lessons for youth in special education by: reading along side, giving feedback within the activities, and supporting their responses to practice and learn.
In this Unit- COVID-19 TEEN EMPOWERMENT contains
2 Peer Assistants
4 Teen Examples
1 POSTER COVID-19 TEEN BUCKET LIST
Pictures of emotions.
4 Reflective Practices
13 Vocabulary words with Definitions
1 Review Indicating what Student Learned.
1 Emotional Guidance Scale (Hicks, 2004)
3 Articles for further reading about emotions (optional)
The Unit meets Social & Emotional Learning in Self-Management, Self-awareness, Decision Making, and Relationship Skills.
Overview of Lessons:
Lesson I: Open the Door to Your Power:
-Facts about Emotions and How they can Shape Your Life.
-Facts about anger and how it can be your friend.
Lesson II: Get to Know the Wide Variety of Emotions: Images
Lesson III: Learn to Say How it Feels: Example
-COVID-19 Evaluation: Daily Activity Checklist.
-Use this Graph
Lesson IV: Learn to Say How it Feels: Now it’s Your Turn
-COVID-19 Evaluation: Daily Activity Checklist.
-Use this Graph
-Reveal your overall daily activity and mood.
Lesson V: Say yes to Yourself: Learn to Match Emotions to Your Daily Activities
-Emotional Guidance Scale
-Introducing The Emotional Matching Activity
Lesson VI: Learn Something New about Yourself: Name Your Emotional Energy Level
-Review Emotional Guidance Scale with Energy Levels
-Using The Emotional Matching Activity in Lesson 5: Answer these questions.
Lesson VII: Say Woohoo Because There is Hope: Discover Reframing.
-Read how 4 teenagers changed their view of their problems by ‘reframing’.
-Do you Worry about Someone You Love?
-Do you Feel Insecure?
-Do You Have a Negative view of the World?
-Do You Have a Negative View of your Future?
Lesson VIII: It’s an Opportunity: Now Use What You Learned.
-Use reframing to see new options/solutions.
-Empower Yourself: Create Your Day with Emotions.
Lesson IX Congratulate Yourself: See How Much you Discovered about You
Overview on What Students Learn
In Lesson I: Open the Door to Your Power.
The student learned about some of the known and insightful facts about emotions and their benefit. H-she learned how anger can be motivating to change behavior. These facts when applied can help the student become more adaptable. Anytime during this unit a mentor (an instructor, parent, sibling, or peer) can offer guidance or feedback.
In Lesson II: Get to Know the Wide Variety of Emotions: Images
The student learned what a variety of emotions on a face look like. H-she learned we all eventually have each one of these emotions in life. While it is good to see images, it is more important to name the emotions that the student feels. The student learned about emotions in Lessons 3 and 4, 5, and 6.
In Lesson III: Learn to Say How it Feels: Example.
The student learned by an example activity how to evaluate unstructured habits, which also reflects emotions. They learned when we focus too long on unstructured habits or our own ‘limitations’ this is called ‘focused imperfection overload’: This implies that more attention is placed on a person’s deficits and less on their strengths.
In Lesson IV: Learn to Say How it Feels: It is Your Turn.
The student evaluated their current habits using with an evaluation checklist, a graph, and answering reflective practice questions.
In Lesson V: Say Yes to Yourself: Learn to Match Emotions to Your Daily Activities.
The student learned to see a direct relationship of h-her own emotions tied to a specific habit or activity. This is self-awareness. Just knowing this is the first step in self-empowerment.
Lesson VI Learn something new about yourself: Name Your Emotional Energy Level.
The student learned that h-her emotions have energy. What this insight and knowledge does is put the student in the driver seat, to direct and create their activities, habits, goals with emotions. This can reinforce self-control, keeping low or disruptive emotions in check helping to manage within a difficult setting. On the upside, the student is being an Influence to h-herself and others. When h-she chooses to explore or develop strengths and talents, they are revealing unique self-expression—a style of revealing true self.
In Lesson VII-Say Woohoo because there is hope: Discover ‘Reframing’.
The student learned about the tool ‘reframing’ and how it gives added self-empowerment. H-she can create the emotions they want to have, even when life situations are difficult. Reframing can help the student give back to oneself self-care. The student learned through 4 actual examples from peers.
Example one: The teen expressed love and empathy with worry and powerlessness and reframed the situation to create emotions of ‘enthusiasm and passion.’ This represented student initiative.
Example Two: The teen expressed feelings of struggle and numbness and reframed the situation into emotions of ‘freedom and love’.
Example Three: The teen expressed feelings of being ‘overwhelmed with fear and reframed the situation into experiencing emotions of enjoyment and passion.
Example Four: The teen expressed feelings of being ‘terrified with fear’, and reframed the problem into emotions of ‘knowledge and joy’.
Lesson VIII It’s an Opportunity: Now Use What You Learned.
The student had examples to learn from and practice to do the same process that the 4 teens did, which was to create a new experience with new emotions using 'reframing'. The student learned that h-her problem/situation may not go away, but when h-she creates new activities/habits with higher emotions, then change and adaptation can unfold. This is self-advocacy in daily practice.
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Dr. Jackie Marquette
Youth Opportunity Academy
Author - writing about emotional literacy
relating to youth self-advocacy,
career development, and well-being
Independent Qualitative Researcher