Lesson 9: Programme Planning

Self-Talk strategy/ Positive Affirmations/ Reframing negative thoughts/Perspective taking/Empathy (Self-Awareness or Self Management SEL)

By using the self-talk strategy, Kayly would be able to challenge negative interpretation of event or circumstances and seek to replace the negative interpretation with a credible and likely alternative interpretation.

Self-talk can be an effective strategy to challenge Kayly's negative thoughts. By practicing positive and rational self-talk, Kayly can reframe her thinking and reduce her tendency to feel

Encouraging Kayly to challenge her negative thoughts with rational and positive self-talk can help her develop a more balanced perspective. It may take time and practice, but over time, Kayly can learn to manage her reactions and improve her self-esteem.

b) How can you help Kayly learn this strategy?

1. Model positive self-talk and help Kayly learn and practice the self-talk strategy to challenge her negative thoughts

2. Teach Kayly to identify negative thoughts or recognise negative self-talk: Encourage Kayly to become aware of her negative thoughts . Help her recognize the patterns and triggers that lead to these thoughts.

3. Educate Kayly about self-talk: Explain to Kayly what self-talk is and how it can influence our emotions and reactions. Help her understand that our thoughts can sometimes be distorted, and self-talk can be a tool to reframe those thoughts.

4. Role-play scenarios: Role-play situations with Kayly where he often gets offended.

Help her identify the negative thoughts that arise and guide her in using self-talk to challenge those thoughts in the moment.

5. Reinforce and praise progress: Whenever Kayly successfully challenges her negative thoughts or demonstrates improved self-talk, provide positive reinforcement and

praise. This will motivate her to continue practicing and integrating the strategy into her daily life.

6. Offer ongoing support: Be available to listen and provide guidance when Kayly faces challenging situations. Help her reflect on her experiences and identify areas where she can apply self-talk to overcome negative thinking.

1. Self-Management

•Impulse control and stress management

•Self-motivation & discipline

•Goal Setting and organisational skills

2.To organise a workshop. Students are to recognise their zones of regulation and get them to do bucket list goals. Also, to plan a schedule. E.g Drawing emotions, mindfulness etc.

Farz, Asyura, Dianah

1) self awareness ; stress management, self regulate emotions.

2) - to gain self confidence by doing the self-talk strategy. so she can overcome all her negative interpretations of herself with positive self-talk.

- participate in activities where she can find out her strengths & weaknesses

Case Study Adam

Adam will be under Self awareness and Self managment.He needs to be calm down on a calm corner and we ask him to write self reflection about himself and also to applu perspective taking to learn to think and feel about other.

For Kayly

Social awareness, she needs to build up her confidence by participating in group activites

Nurul,Norazlina,Yumni,

1. Relationship Management

SEL skill : Conflict resolution, effective communication skills, addresses the root causes of anger

Self-Management

SEL skill : Self-regulation of emotions

2. Providing stress ball for Adam to release his anger

Case Study - Kayly

Lacks confidence in self. Constantly says she is “stupid” as does not do as well as her peers.

Cries when she cannot remember her spelling words or when she cannot complete her homework.

1. What is a possible need? (which domain of SEL? Which SE skill?)

Based on the need identified:

2. If you are to plan a programme for Kayly, what would a possible learning outcome be?

Case Study - Adam

Gets angry easily - Once, his classmate accidentally bumped into him and he flew into a rage and threatened to hit his classmate

Aggressive - Tendency to throw things when he is unhappy

1. What is a possible need?

(which domain of SEL? Which SE skill?)

Based on the need identified:

2. If you are to plan a programme for Adam, what would a possible learning outcome be?