DEALING
WITH EMOTIONS
HOW TO DEAL WITH OUR FEELINGS?
War Child Holland believes no child should be part of war. Ever. Nevertheless,
millions of children and young people worldwide grow up
in conflict-affected areas. Children and young people’s rights to be protected
from violence, abuse and neglect, to live a dignified life and be supported in
their healthy development are violated on a massive scale.
We empower children and young people to change their own future by protecting them from
the effects of war, promoting psychosocial support and stimulating education. We enable them
to strengthen their self-confidence and to build positive relationships with their peers, family
and wider community. We unleash children’s inner strength with our creative and involving
approach. We inspire as many people as we can.
War Child Holland is an independent and impartial, international nongovernmental organisation
investing in a peaceful future for children affected by armed conflict. Our work is based on the
United Nations Convention on the Rights of the Child. An up to date list of countries where we
work can be found on our websites: www.warchildholland.org
DEALING WITH EMOTIONS
Module 2 of 6 I Deal – War Child life skills method
Concept and development: War Child Holland, Elise Griede, Liesbeth Speelman
Contributors: Endry van den Berg, Eveline Jansveld, Ylva van den Berg
Editing: Laura Miller
Editorial design, art direction, technique: Butterfly Works
Graphic design: Ingrid Sewpersad
Illustration: Robert Baumann
Photographs: Geert Snoeijer, Marco van Hal, Carolien Sikkenk
For more information, please contact War Child Holland:
T: +31 20 422 7777
E:[email protected]
W:www.warchildholland.org/deals
© War Child Holland, 2014
This publication may be copied and distributed freely, provided War Child Holland is acknowledged
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TABLE OF CONTENTS
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Goals of the module
What are emotions?
Why are emotions important?
Children’s emotions
THEME INTRODUCTION
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Exercise 1: Follow the expression
Exercise 2: Emotion relay
Exercise 3: Cover the space
Exercise 4: Miss Mamboleo
SESSION 1: WHAT ARE EMOTIONS?
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SESSION 2: WHEN AND HOW DO YOU REACT?
Exercise 1: Emotional greeting
Exercise 2: My emotions
Exercise 3: Pass the gift
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Exercise 1: How are you?
Exercise 2: Role-play
Exercise 3: Emotion and reaction quiz
Exercise 4: Favourite game or song
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Annex 1: Emotions and reactions quiz
SESSION 3: HOW TO DEAL WITH EMOTIONS?
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THEME INTRODUCTION
GOALS OF THE MODULE ‘DEALING WITH EMOTIONS’:
Participants have gained tools to recognise and deal with their own emotions, as well as the
emotions of others, in constructive ways.
SESSIONS:
1 What are emotions?
2 When and how do you react?
3 How to deal with emotions?
SESSION 1: What are emotions?
GOAL: Participants have learnt to
recognise different emotions and to
differentiate between them.
SESSION 3: How to deal with
emotions?
GOAL: Participants have learnt
how to deal with their emotions in
constructive ways.
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SESSION 2: When and how do you
react?
GOAL: Participants have gained a
better understanding of their own
emotions and their reactions to them.
WHAT ARE EMOTIONS?
What are emotions or feelings? Why do we have them? Should we control our emotions?
This module will help participants understand why being aware of your emotions is important,
especially when growing up.
An emotion is the experience of for example, joy, sorrow, fear, or hate, in contrast to reason or
will. Our emotions are our ‘thermometers’, measuring how we feel about what is going on in
and around us.
Emotions can be accompanied by physical reactions, such as an increased heartbeat, sweating,
or laughing.
In addition to reason or logic, emotions influence our reactions and decisions. When
something happens, we usually react by first feeling an emotion, then thinking, and then
acting.
We can recognise emotions through facial expressions or other physical reactions such as
crying, shaking, or body language.
Happiness
EXAMPLES OF EMOTIONS
Disgust
Sadness
Some emotions and their corresponding facial expressions are easy to recognise. For example:
Happiness
Disgust
Sadness
Fear
Surprise
Anger
Fear
Surprise
Anger
Emotional reactions vary greatly per situation, person and culture.
CULTURAL DIFFERENCES
Our emotional responses and how they are interpreted is generally influenced by cultural
norms. Different societies deal differently with emotions such as love, hate, and the desire
for revenge. Emotions and the way you react to them depend on the social conventions,
expectations, norms and behaviour of the group in which you live. For example, in one society
crying may be considered a sign of weakness, while in another it may be expected in certain
situations, for example, at funerals.
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WHY ARE EMOTIONS IMPORTANT?
Emotions are functional. They help with:
SURVIVAL
Our emotions serve as an internal guidance system. They alert us when one of our
basic needs is not met. For example, when our need to connect with other people
is not met, we feel lonely. We feel afraid if our need to be safe has not been met. We feel
rejected when our need for acceptance has not been met. These emotions urge us to take
action to meet our needs to connect and be safe and accepted. All of these needs are
important for our survival.
DECISION MAKING
Our emotions are a valuable source of information – they help us make
decisions. Studies show that people whose emotional connections have been damaged by an
injury to their brain, can often not make simple decisions. Why? Because you need to know
how you feel about the different choices before you make a decision.
BOUNDARY SETTING
When we feel uncomfortable with a person’s behaviour, our emotions alert us and
influence our reactions. To re-establish a comfortable boundary, we may use our body
language to show the person that we are uncomfortable, or tell them directly. We may also
decide to move away and keep our distance from that person. Setting boundaries helps us
protect our physical and mental health.
COMMUNICATION
Our emotions help us communicate. Our facial expressions, for example, convey our
emotions to the people around us. If we look sad or hurt, we are signalling to others that we
need their help. If we know what we feel, and have the skills to express our emotions verbally,
we will be better able to express our needs and have a better chance of fulfilling them. If we
can effectively listen or respond to the emotions of others, we will be better able to help them
meet their emotional needs.
HAPPINESS
When we feel happy, we feel content and fulfilled. This feeling occurs when our
needs are met, particularly our emotional needs. Our physical needs can be met –
for example, we can be warm, dry, and well fed – but we may still feel unhappy. If we can
clearly identify our different emotions, it will be easier to determine what it is we feel
unhappy about, and to try and change it if we can.
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CHILDREN’S EMOTIONS
The ability to recognise their emotions is an important part of children’s healthy development.
They need to recognise when and why they have certain emotions, learn how to express
their emotions in a culturally appropriate way, and learn how to deal with their emotions. For
example, a child needs to learn that they should not become physically aggressive toward
others when they are angry. A better solution would be to talk about their emotions with
peers or trusted adults. It is also important that children understand what to do when they
feel afraid: “Am I in danger? Then I should look for someone who can help me”.
The ability to express and deal with your own emotions, and recognise and deal with the
emotions of others, is a powerful coping mechanism. It will enhance children’s resilience in
difficult situations.
FACILITATING THE SESSIONS
In the first session you will help the participants become familiar with the concept of
emotions. Some participants may not be familiar with the concept or even know the word.
Help them understand and feel comfortable with the concept by giving examples they can
identify with.
In the second session, the participants will be encouraged to think about their own emotions.
You will invite them to reflect on what is happening in their hearts and minds and talk about
their feelings.
In the third session, you and the participants will work through different scenarios
to reflect on how our reactions affect other people. The participants will learn about different
ways to deal with emotions of themselves and others.
I HAVE TO SHOW HOW I FEEL SO
OTHERS WILL UNDERSTAND ME!
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SESSION 1 WHAT ARE EMOTIONS?
GOAL Participants have learnt to recognise different emotions
and to differentiate between them.
RESOURCES 10 cards with different emotions: joy, frustration, sadness,
shock, shyness, surprise, pride, irritation and fear.
EXERCISE 1
EXERCISE 2
EXERCISE 3
EXERCISE 4
Follow the expression (20 minutes)
Emotion relay (30 minutes)
Cover the space (25 minutes)
Miss Mamboleo (15 minutes)
EXERCISE 1: FOLLOW THE EXPRESSION (20 MINUTES)
GOAL OF THE EXERCISE: TO WARM UP AND TO INTRODUCE THE IDEA OF
DIFFERENT EMOTIONS.
WELCOME THE GROUP: Welcome everybody!
STEP 1.
S tand in a circle with the participants and say: “Let’s start with a game to
warm up”.
STEP 2. S tep forward into the circle making a particular sound and movement.
For example, say “Helloooo” with a happy voice and gesture..
STEP 3. Ask the whole group to imitate your sound and gesture.
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STEP 4. C
ontinue making different sounds and gestures for the group to imitate. Try
to express different emotions. For example you can say “hello” in different
ways, using an angry, sad, proud, afraid, or hopeful voice. Be creative to
stimulate expression and imagination within the group.
STEP 5. W
hen the group is comfortable with the activity, ask the participants to
take the lead in expressing different emotions using a sound and gesture.
Do this a few times.
MAKE SURE TO KEEP UP THE TEMPO OF THE GAME.
GROUP TALK
TELL THE GROUP: In the next three sessions we are going to talk about emotions.
ASK THE GROUP: Who knows what emotions are? Allow two or three children to
answer.
IDENTIFY THE WORD ‘EMOTION’ IN THE LOCAL LANGUAGE BEFORE STARTING THE SESSION. IF
THERE IS NOT ONE SINGLE WORD THAT EXPRESSES THE CONCEPT OF ‘EMOTION’, TAKE TIME
TO EXPLAIN THE CONCEPT TO THE PARTICIPANTS.
TELL THE GROUP: Emotions are people’s feelings. We saw a variety of emotions in the
game we just did.
ASK THE GROUP:
• Which emotions did you see during the game? ( Joy, sorrow, anger)
• Do any of you sometimes feel happy? Sad? Angry?
• If you feel angry do you stay angry for a long time?
TELL THE GROUP: Feelings can change depending on what happens in your life. Having
different feelings is normal. But we shouldn’t always feel angry
or sad. If we’re always feeling angry or sad, then we need to find out what is wrong.
Share an example that the participants can relate to, or from your own life or
experiences if you can.
There are six basic emotions: joy, sadness, anger, fear, disgust and surprise. People
everywhere in the whole world experience and feel these same basic emotions. It is
human. The other emotions that we experience are linked to these basic emotions.
ASK THE GROUP: Do you think that it is important that you know your own emotions?
REMIND THE GROUP: Yes, it is important, because you all have emotions and you will
react to them. Sometimes you will react in a positive way, and sometimes in negative
way. In the next exercise we are going to look at different emotions.
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EXERCISE 2: EMOTION RELAY (30 MINUTES).
GOAL OF THIS EXERCISE: THE CHILDREN HAVE LEARNT TO READ DIFFERENT
EMOTIONS FROM PEOPLES FACIAL EXPRESSIONS.
STEP 1.Divide the participants into four small groups. Step 2. Ask each group to
form a line with the members standing one behind the other. There should
be at least two metres between each group.
STEP 2. Ask each group to form a line with the members standing one behind the
other. There should be at least two metres between each group.
STEP 3. Explain that this exercise will be a small competition between the groups.
STEP 4. Let those participants standing at the front of the line face you. Ask all the
others to turn around, so they cannot see what happens.
STEP 5. Ask the participants facing you to come forward and show them the card
with the emotion ‘Joy’. (Or whisper ’Joy’ into their ears).
STEP 6. They now run back to their group and tap the first participant in line on the
shoulder. The participant in line turns around and looks at them. They then
express the emotion ‘joy’ without talking.
STEP 7. Now the first participant in line taps the next person in line on the shoulder
and shows them the same expression. The pattern continues until the
expression reaches the last person in the group.
STEP 8. As soon as the last person in line has seen the emotion, they run forward to
you. The first to arrive picks the card with the correct emotion on it. If they
are correct, their team gets a point. If they’re not correct, the second team
to arrive can try to choose the correct card.
STEP 9. Repeat the game a few times using different emotions, each time with a
new participant coming to the front to receive the emotion. Keep score for
the groups.
STEP 10. The group with the most points is the Emotion Champion of the session!
TO SEE HOW THIS EXERCISE WORKS, VIEW THE INSTRUCTION VIDEO AT
HTTP://WWW.YOUTUBE.COM/WATCH?V= DJYKBZRZ7D8
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GROUP TALK
TELL THE GROUP: It is important to be able to recognise emotions. You can often see
someone’s emotions from their facial expressions.
ASK THE GROUP: How can you tell what someone is feeling? How would you, for
instance, see that somebody is angry?
Let the participants answer. Ask them to demonstrate what they mean using
gestures, body language, or a certain tone of voice.
TELL THE GROUP: In the following game we will try to show emotions in different
ways. This time we are going to use the whole body.
EXERCISE 3: COVER THE SPACE (25 MINUTES)
GOAL OF THIS EXERCISE: THE PARTICIPANTS HAVE LEARNT THAT EMOTIONS ARE
EXPRESSED IN DIFFERENT WAYS.
STEP 1. Ask the participants to walk around the space without talking or making
contact with anybody else. They shouldn’t walk in a circle, or one behind
another, but on their own, in any direction they want. As a group, they
should cover the whole space.
STEP 2. Tell them to freeze when you clap. This means that everybody stops moving
immediately and holds the exact position they are in. When you shout,
“move”, they start moving again, walking around the space.
STEP 3. Repeat this a few times until it is clear that the participants understand the
instructions.
STEP 4. Now add the following instructions: Explain that before you clap, you will
call out a profession, person, or emotion. When you clap, the participants
have to freeze into a position expressing the instruction you gave. Start
with easy instructions, such as: driver, mother, teacher, child, etc. Then
bring in emotions, such as: happy, sad, angry, shy, surprised, etc. Expand
by combining a person or profession and an emotion, such as: happy child,
angry driver.
You can then introduce different situations that the participants can
relate to, such as: a football team that won a game, children who lost their
parents, siblings fighting over food, etc.
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IN PREPARATION FOR THIS EXERCISE, MAKE A LIST OF THE INSTRUCTIONS YOU WANT TO
USE.
TO SEE HOW THIS EXERCISE WORKS, VIEW THE INSTRUCTION VIDEO AT
HTTP://WWW.YOUTUBE.COM/WATCH?V= L_C81WWCDBQ
GROUP TALK
Start by complimenting all the children. Well done!
TELL THE GROUP: As you have seen, emotions can be shown in different ways:
through your face, by the way you walk, by the way you behave.
Give some examples of what you saw the participants doing. For example, when you
said ‘sad’ you saw some participants ‘crying’.
Emotions are followed by reactions. A reaction to being sad, for instance, is crying.
When some people are angry, they want to fight. Next time we will talk about how
you react to different emotions.
ASSIGNMENT FOR NEXT TIME.
ASK THE GROUP: Please think about times when you feel happy, sad or angry. Ask
yourself:
• What makes me angry?
• What makes me sad?
• What do I do when I am angry or sad?
Write your answers in your diary; we will discuss it next time
EXERCISE 4: MISS MAMBOLEO (15 MINUTES)
GOAL OF THIS EXERCISE: TO CLOSE THE SESSION WITH A GAME AND TO PRACTISE
EXPRESSING DIFFERENT EMOTIONS.
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STEP 1. Ask the group to form a circle.
STEP 2. Explain to the group that we are all looking for Miss Mamboleo.
STEP 3. Start the exercise yourself by saying to the participant on your left:
“I am looking for Miss Mamboleo. Have you seen her?” But, while you are
talking, you cannot show your teeth! So, you have to putt your lips over
your teeth while you talk.
YOU CAN DECIDE TO DO THIS EXERCISE WITHOUT HIDING YOUR TEETH, IF THAT WORKS
BETTER IN YOUR GROUP.
STEP 4.
T he participant on your left should answer: “No I haven’t seen her. But let
me ask my neighbour.” (Make sure they’re not showing any teeth!). They
will then turn to the participant on their left and say: “I am looking for Miss
Mamboleo. Have you seen her?”
STEP 5.
T he participant on their left will answer: “No I haven’t seen her. But let
me ask my neighbour.” Continue the pattern until the message has gone
around the whole circle and has come back to you.
STEP 6.
T ell the participants that most of the time people talk to each other with a
certain emotion. We will now look for Miss Mamboleo, while expressing a
certain emotion. Now repeat the exercise while imagining that everyone is
desperate to find Miss Mamboleo. That despair should be seen and heard by
the way you ask where Miss Mamboleo is. The emotion should build around
the circle to that by the time the question reaches the last participant, the
emotion should be almost unbearable.
STEP 7.
epeat the exercise again, but now ask the question in a happy way
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(for example, because there is great news for Miss Mamboleo).
TELL THE GROUP: You see, there are many ways to say the same words. Over the next
few days, pay attention to the emotions people use when speaking to each other.
We’ll talk more about it the next time we meet.
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SESSION 2 WHEN AND HOW DO YOU REACT?
GOAL Participants have gained a better understanding of their
own emotions and their reactions to them.
EXERCISE 1 Emotional greeting (15 minutes)
EXERCISE 2 My emotions (60 minutes)
EXERCISE 3 Pass the gift (15 minutes)
EXERCISE 1: EMOTIONAL GREETING (15 MINUTES)
GOAL OF THE EXERCISE: TO REMIND THE GROUP HOW TO EXPRESS
DIFFERENT EMOTIONS.
WELCOME THE GROUP: Welcome everybody! Today we will use last week’s assignment
as important input for this session. But let’s first start with an exercise.
STEP 1.
Ask the participants to stand in two lines facing each other, about four
meters apart. Each person should be facing a ‘partner’ in the other line.
STEP 2.
sk participants to walk to the person they are facing, shake hands with
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them, greet them, and then return to their place.
STEP 3.
Now repeat the process a few times, each time asking the participants to
greet each other with a particular emotion or according to a particular
situation.
Examples:
– greet a long lost friend
– greet someone you don’t really trust
– greet someone you find really annoying
– greet someone you really like
– a child greeting his parent
– You are in a hurry
– One person is happy, the other one sad
– You were recently fighting with each other
– You are afraid of each other
Use your own examples, be creative!
GROUP TALK
TELL THE GROUP: Today we will be looking at how we react to different emotions.
Everybody has emotions and everybody reacts to them. That is completely normal.
Some reactions to emotions are helpful while others are not.
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ASK THE GROUP: Did you all do your assignment?
TELL THE GROUP: We are now going to do an exercise in small groups. You can share
your answers and what you learnt by doing the assignment.
EXERCISE 2: MY EMOTIONS (60 MINUTES)
GOAL OF THIS EXERCISE: TO BE ABLE TO REFLECT ON YOUR OWN PERSONAL
EMOTIONS AND REACTIONS.
STEP 1.
Ask the participants to share what they learned by doing last week’s
assignment. Ask them what they usually do when they feel sad or angry?
Ask them to think of examples from their daily lives.
STEP 2.
ivide the participants into small groups (a minimum three, maximum of six
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groups). Separate girls and boys if you think that is more suitable.
STEP 3.
Read the phrases below to the participants one at a time. First, ask each
participant to take a minute to think about how they would complete the
phrase. Then let the participants discuss their answers with each other in
their small groups.
1. I am happiest when…
2. When I am happy, I …
3. I am saddest when …
4. When I am sad, I …
5. I am most angry when …
6. When I am angry, I …
STEP 4.
Assign one emotion and reaction to each group. Let them make a small
role-play to depict this emotion and reaction. They should divide the roles
between all of the participants in the group and prepare their role-play.
Give them a few minutes to prepare.
ASSIGN ONE OF THE FOLLOWING EMOTIONS AND REACTIONS TO THE GROUPS:
1. JOY – SHOW YOUR JOY AND SHARE IT WITH OTHERS
2. JOY – QUIETLY ENJOY THE MOMENT
3. SADNESS – KEEP IT INSIDE TO NOT BOTHER OTHERS
4. SADNESS – LOOK FOR SOMEONE TO SPEND TIME WITH
5. ANGER – BREAK THINGS
6. ANGER – START A FIGHT
STEP 5.
AS
•
•
•
S et a stage and let each group perform the role-play with the rest of the
participants as the audience. If there is time, let the audience give feedback
after each groups’ role-play
THE FACILITATOR YOU WILL NEED TO HELP EACH SMALL GROUP. YOU CAN DO THIS BY:
MAKING SURE THAT EVERYBODY IN EACH GROUP IS CONTRIBUTING.
MAKING SURE THAT NO ONE IS GETTING TEASED ABOUT ANY FEELING OR REACTION.
EMPHASISING THAT EVERYBODY HAS FEELINGS AND THAT THIS IS VERY NORMAL.
THIS EXERCISE ONLY DISCUSSES THE EMOTIONS JOY, SADNESS, AND ANGER, BECAUSE THEY
ARE THE MOST RELEVANT AND EASIEST TO RECOGNISE.
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ASSIGNMENT FOR NEXT TIME
TELL THE GROUP: Please think about the different emotions that we discussed today,
like happiness, sadness, and anger.
Ask yourself the following questions:
• What do you do when you feel happy, sad or angry?
• Does that reaction help you?
•How does your reaction affect other people? For example, do they help you, feel
frustrated, or feel threatened?
EXERCISE 3: PASS THE GIFT (15 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS FEEL APPRECIATED IN THE GROUP AND
THE SESSION IS CLOSED WITH A POSITIVE FEELING.
STEP 1.
Ask the participants to stand in a circle.
STEP 2.
up your hands as if you are holding a small box and tell the participants:
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I am holding a beautiful gift in my hands. I will pass this gift around and
everyone will get a chance to unwrap it. But the gift in the box changes
every time it changes hands. It could be anything!
STEP 3.
Pass the gift to the person standing next to you and say something friendly
(for example, “Thank you, I had a great time with you in the sessions”;
“Thank you, you were very kind to me”; “Thank you, you made me laugh
a lot” etc.).
STEP 4.
The person receiving the gift should say thank you, unwrap it, and show
the group what the gift is without saying any words. For example, if the
gift is a mango, the participant can start eating it; if the gift is a watch,
the participant can put it on their wrist. The others in the group guess what
was in the box.
STEP 5.
The participant then passes the box to their neighbour, who again unwraps
it and shows the group the gift they received without saying any words.
STEP 6.
Continue around the circle until each participant has had a turn.
TELL THE GROUP: Thank you all for coming today and remember to practise what we
have learnt in your daily life. It will help you understand your friends and family
better, and help them understand you better! Bye everyone.
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I LAUGH A LOT WITH MY FRIENDS...
... THEY MAKE ME VERY HAPPY!
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SESSION 3 HOW TO DEAL WITH EMOTIONS?
GOAL The participants have learnt how to deal with their
emotions in constructive ways.
RESOURCES Small card and marker for each participant, masking tape,
three big cards with the letters A, B and C, Annex 1
EXERCISE 1
EXERCISE 2
EXERCISE 3
REFLECTION
EXERCISE 4
How are you? (15 minutes)
Role-play (40 minutes)
Emotion and reaction quiz (20 minutes)
Module Evaluation (10 minutes)
Favourite song or game (5 minutes)
EXERCISE 1: HOW ARE YOU? (10 MINUTES)
GOAL OF THE EXERCISE: PARTICIPANTS TALK ABOUT EMOTIONS AND FEELINGS AS
PART OF WARMING UP
WELCOME THE GROUP: Welcome everybody!
Let us start with a game to warm up.
STEP 1.
Give each participant a blank card, a marker and a piece of masking tape.
STEP 2.
Ask them to write a word or make a drawing of how they feel right now.
STEP 3.
When everyone’s ready, ask the participants to stick their card on their
chest with tape.
STEP 4.
Ask the participants to walk around the room looking at each other’s cards
and asking each other questions about their feelings. For example: what
makes you feel so happy today?
GROUP TALK
TELL THE GROUP: Today we are going to think about how we deal with emotions.
Emotions are often linked to something that happens.
ASK THE GROUP: Did anyone in the group notice that last week, that emotions are
often linked to events?
Can you give us some examples of an emotion and the moments that you experience
it? Allow a few participants to give you an example.
TELL THE GROUP: Let me give you another example (or you can use an example given
by one of the participants): your mother was angry with you and yelled at you. That
made you feel sad and also a bit angry. Then your little sister came to ask you to
carry her. You got really angry with her and slapped her. This is just an example, but
it sounds pretty familiar, right? Today we are going to see how we can deal with our
emotions and reactions in a positive way, both for yourself and for others. This is not
always easy. But let’s try.
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EXERCISE 2: ROLE-PLAY (40 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS THINK ABOUT AND TEST THEIR OWN
EMOTIONAL REACTIONS IN DIFFERENT SITUATIONS
STEP 1.
S elect three role-plays (joy, sadness and anger) that were performed last
week.
STEP 2.
Ask the first group to perform their role-play again.
STEP 3.
Now ask two participants from the audience how they would react to this
emotion. Ask them one by one to step into the role-play and act out their
reaction.
STEP 4.
Ask the group:
• Is this reaction positive and helpful?
• Do you react like this?
STEP 5.
Continue with the next role-play, and repeat steps 2-4.
TAKE 10 MINUTES FOR EACH ROLE-PLAY IN TOTAL (STEPS 2-4). YOU CAN CHOOSE TO DO ONLY
ONE OR TWO ROLE-PLAYS IF YOU HAVE LIMITED TIME.
GROUP TALK
ASK THE GROUP:
• What kind of reactions are helpful? Is it difficult to react in this way?
• What kind of reactions are less helpful?
TELL THE GROUP: To build happy relationships you need to be nice and support each
other. One way of doing this is by reacting in helpful ways rather than very emotional
ways, like hitting, for example.
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EXERCISE 3: EMOTION AND REACTION QUIZ (20 MINUTES)
GOAL OF THIS EXERCISE: TO DISCUSS EMOTIONAL REACTIONS
MATERIALS: You will need the following materials: Annex 1 ‘Emotion and Reaction
Quiz’, three cards with the letters A, B, and C written on them. Each of the cards
should have a different colour.
STEP 1.Make three ‘answering posts’ using the coloured cards you prepared: A, B
and C. You can do this by, for example, attaching the three cards to the wall
at a distance from each other.
STEP 2.
sk the participants to stand in a line about 10 meters away from the
A
answering posts. Stand somewhere where all participants can hear you.
Read the first quiz question from Annex 1 ‘Emotions and Reaction Quiz’
aloud.
STEP 3.Read the possible answers aloud. Ask the participants to silently choose
the answer that best describes what they would do in such a situation.
Each participant can then run to the post of the letter of the answer they
have chosen.
STEP 4.Explain that there is no right or wrong answer. As a group, discuss the
consequences of the different reactions in answers A, B, and C: which ones
are helpful and which ones would make the problem bigger?
STEP 5.
sk the participants to return to come back to the line, and read out the
A
next question. Repeat steps 3 to 6 again. Repeat the process for each
question.
THE AIM OF THIS QUIZ IS TO STIMULATE REFLECTION AND DISCUSSION. THIS IS NOT AN
ASSESSMENT TO SEE HOW MANY PARTICIPANTS KNOW THE CORRECT ANSWER. DO NOT
MARK RESULTS AS A TEACHER DOES AT SCHOOL. INSTEAD TRY TO STIMULATE SHARING AND
DISCUSSION.
REFLECTION: MODULE EVALUATION
STEP 1.
Ask the children to sit in a circle and explain that you are going to quickly
evaluate the module together.
STEP 2.Explain that you are going to throw the ball to the children one by one
(in random order and not too slow) asking them questions to evaluate the
module.
STEP 3.Follow the order of the questions as below. Ask each question to a few
people. With some questions you could cross check with the other children
if they have a different opinion they want to share.
IN SOME CASES CHILDREN MIGHT FIND IT HARD TO SAY WHAT THEY DID NOT LIKE.
TRY THEREFORE TO FORMULATE THE QUESTIONS IN SUCH A WAY THAT THE CHILDREN FEEL
COMFORTABLE TO RESPOND.
STEP 4.
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Take notes in the Module Evaluation Form.
THESE ARE THE QUESTIONS TO ASK:
0. What games and exercises do you remember?
YOU DON’T HAVE TO WRITE DOWN THE ANSWERS TO THIS QUESTION. THIS IS ONLY TO HELP
THE PARTICIPANTS REFRESH THEIR MEMORIES, SO THAT THEY KNOW WHAT THEY ARE GOING
TO EVALUATE. HELP WHEN NECESSARY
1. What did you like? Can you explain why?
2. What did you not like so much? Can you explain why?
3. What is the most important thing you have learned about your emotions?
IF AT THE END OF THIS MODULE YOU FEEL THE PARTICIPANTS NEED MORE TIME TO DISCUSS
DEALING WITH EMOTIONS, DISCUSS THE IDEA OF DOING AN EXTRA SESSION WITH YOUR
SUPERVISOR. IF YOU DO AN EXTRA SESSION, MAKE SURE THAT THE PARTICIPANTS ARE ALSO
AWARE THAT I DEAL WILL NOW TAKE AN EXTRA WEEK
EXERCISE 4: FAVOURITE GAME OR SONG (5 MINUTES)
GOAL OF THE EXERCISE: TO CLOSE THE SESSION WITH THE GROUP’S FAVOURITE
GAME OR SONG.
STEP 1.
sk the group to select a game or song they like and close with that
A
activity.
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ANNEX 1
EMOTIONS AND REACTIONS QUIZ
1. WHAT DO YOU DO WHEN A FRIEND CALLS YOU A LIAR?
A. You kick him.
B. YOU ASK HIM: “WHY DID YOU CALL ME A LIAR?”
C. You start talking about the boy behind his back.
2. ONE OF YOUR PARENTS IS ANGRY WITH YOU, BUT YOU DO NOT KNOW WHY.
WHAT DO YOU DO?
A. You walk out to avoid your parent.
B. YOU FIND OUT WHY YOUR PARENT IS ANGRY.
C. You get angry, too.
3.A FRIEND ACCUSES YOU OF STEALING ONE OF HER POSSESSIONS. THIS IS NOT TRUE, BUT
YOUR FRIEND IS REALLY ANGRY. WHAT DO YOU DO?
A. You fight.
B. You go home and decide she is no longer your friend.
C.YOU ASK HER WHY SHE THINKS THAT YOU STOLE FROM HER, AND EXPLAIN THAT
YOU DID NOT.
4 SOMETHING IS WORRYING YOU. YOU KEEP THINKING ABOUT IT ALL OF THE TIME.
WHAT DO YOU DO?
A. YOU TELL SOMEBODY YOU TRUST.
B.You avoid being at home or anywhere where you have a rest, because resting
reminds you of the worries.
C. You keep quiet; your worries are not important.
5.YOU HAVE BEEN ASKED TO PERFORM AT A BIG COMMUNITY EVENT. YOU FEEL VERY
PLEASED, BUT ALSO SCARED TO PERFORM. WHAT DO YOU?
A. On the day of the event you say you are sick.
B. YOU TELL YOURSELF: “I CAN DO THIS!” AND YOU GIVE IT A TRY.
C. You tell the organiser: “Please ask somebody else!”
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