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Mysenseofself-Lesson-Plan.Pdf v About Us The Diana Award is a legacy to Princess Diana’s belief that young people have the power to change the world for the better. We identify and develop young people, then engage them in social action. We are proud to have the enthusiastic support of HRH Prince William and HRH Prince Harry and their team at the Royal Charities Forum of The Duke and Duchess of Cambridge and Prince Harry. Our Mission Our mission is to inspire and recognise social action in young people. We do this by: empowering young people to make a difference and achieve their full potential engaging young people in programmes that allows them to make a difference through social action encouraging young people for their contribution to their communities We achieve our Mission through our four core programmes which are: 1. The Diana Award Programme - 3. The Diana Award Anti- giving young people value. Bullying Campaign – gives young people, professionals and parents the skills and confidence to 2. The Diana Award Network tackle all forms of bullying. Programme – supports social mobility and furthers 4. The Diana Award Mentoring social action for young people. Programme – supports at risk young people Contents Introduction 3 Intro to the #MySenseOfSelf Lesson Plan 4 Key messages and learning outcomes 5 Key considerations 6 Curriculum links 7 Getting started 9 Icebreakers 10 My True Self Notebook 11 Lesson Overview 13 Section 1: Examining the Impact of Social 15 Media 1a. The Impact of Social Media 16 1b. The Impact of ‘Likes’ 18 1c. Why Do We Really Post Pictures of 19 Ourselves? Section 2: Celebrating Difference 21 2a. Cultural & Societal Pressures 22 2b. Freeze Frames 24 2c. #MyTrueSelfie 26 Section 3: Building Body Confidence and 27 Self-Esteem 3a. Boosting Self-Esteem and Body 28 Confidence 3b. ‘Healthy Thinking’ 30 3c. Changing Compliments 32 Reflection (creating tokens to take away) 34 Appendix 35 2 Introduction to promote a culture which celebrates and tolerates difference. From speaking to #MySenseOfSelf young people and staff around the country we understand the importance Body image dissatisfaction in the UK has of equipping young people with the never been higher, and a huge amount tools they need to tackle social of young people struggle with the issue. pressures on body image and develop Around half of girls and up to one third their self-confidence. of boys have dieted to lose weight, and So we have teamed up with ASOS to over half of bullying experienced by create a teaching resource to encourage young people in a recent study was students to open up a discussion with because of appearance.1 their peers about body image. The At The Diana Award we know that young resource Teacher Guide given to schools people have the power to change the provides everything they will need to world for the better. But low body run 60-90 minute long body confidence confidence can have a crippling effect on lessons in an interactive ‘workshop’ young people’s ability to develop this style. power. From the girl who lacks the confidence to put her hand up in class or take part in sports, to the boy who feels unable to speak out against those who bully him because of his Body image dissatisfaction is seen to appearance, this is an issue which is undermine self-confidence, contribute associated with a number of damaging to depression, and lead to the onset consequences for young people’s health of a range of physical, emotional and and wellbeing. societal problems. Promoting positive body image is fundamental to The Diana Award Anti-Bullying addressing other social and public Ambassador Programme has trained health problems facing young people over 20,000 young people in the UK to – All Party Parliamentary Group on Body be Anti-Bullying Ambassadors. This Image Ambassador training empowers students to lead real change in their schools and as a result the Ambassadors 1.http://www.ncb.org.uk/media/861233/appg_bod y_image_final.pdf 3 Intro to the #MySenseOfSelf Lesson Plan This lesson plan aims to provide everything you need to run a body confidence lesson in an Key outcomes interactive workshop style. 1. Ability to analyse one of many It is aimed at students aged 11-16 and to be sources of potential body taught to both boys and girls in a mixed setting. confidence pressure This resource is designed to be adaptable and we would encourage you to tailor the lesson to 2. Increased understanding of your setting, time frame and age group as similarities, differences, and necessary. strengths This teaching guide is based on three core 3. Increased confidence, themes: resilience and self-esteem Examining the impact of social media Celebrating difference Building body confidence and self-esteem For each topic we have provided 3 different options for activities to deliver, all of which last around 10-20 minutes. Read through the lesson plan and choose one of these three options for each section to create your 1.5 hour lesson. Alternatively, you could separate the sections into shorter, 20-30 minute sessions according to the time you have available, or deliver two or three 1-hour lessons over a number of days if you would like to deliver all of the activities in this guide. 4 Key messages and ‘I can demonstrate ways in which I can increase my self-esteem and the confidence of my peers’ outcomes The aim of the #MySenseOfSelf sessions is to challenge social and cultural attitudes towards 1. Impact of Social Media body image and to encourage students to open ‘I can evaluate the positive and negative impact up a discussion with their peers about it. of social media on self-esteem’ Key messages: ‘I can give possible reasons for why people look at images of others on social media’ The workshops aim to: ‘I can describe ways in which social media can be Challenge attitudes and mindsets around used in a positive way’ social expectations on body image; encourage young people to identify and 2. Celebrating Difference examine the cultural pressures they face. ‘I can identify possible cultural and societal Build resilience in young people; focus on reasons why people feel under pressure to look inner confidence a certain way’ Educate young people about examples of positive body image ‘I can explain why it is important to recognise Encourage and promote positive stories and celebrate the things which make us around body confidence different’ ‘I can evaluate the positive and negative impact of feeling different from others on self-esteem’ Learning Outcomes 3. Building Body Confidence and Self-Esteem Overall Lesson ‘I can evaluate the impact low body confidence can have’ ‘I can analyse one of many sources of pressure on body confidence, social media, and discuss ‘I can analyse different methods of building self- its impact objectively’ esteem and identify my support network’ ‘I can describe the ways in which our similarities, ‘I can describe ways in which my self-esteem is differences and strengths make us unique’ affected by external influences’ 5 Key considerations As body image is a very sensitive issue, it is important to follow the guidance set out by the PSHE Association. Provide a safe learning environment for vulnerable pupils: remember that any lesson which covers perception of self should be taught very sensitively Set out clear, consistent ground rules: ‘ground rules’ should be established or reinforced and the concepts of confidentiality and anonymity covered at the start of the lesson (see the ‘Ground Rules’ slide on the PowerPoint presentation) Take gender into account: research suggests that, on the whole, mixed settings provide the most effective forum for learning, but some students feel more comfortable discussing sensitive topics when the class was separated by gender. Use pupil voice: It is a good idea to tailor the lesson according to the needs of students in your class. There are several ways of you can go about getting your pupils’ input into your proposed curriculum, such as carrying out an anonymous survey of the class to gain an understanding of the issues, or having an anonymous suggestion box for pupils’ ideas. These resources are designed to be gender inclusive. However for each activity, you have the option to separate the class into single-sex groups, or to teach boys and girls the whole lesson separately if you feel that would be more appropriate to your group. For more information review the PSHE Association’s Key Standards in teaching about body image document here: https://www.pshe-association.org.uk/uploads/media/17/8131.pdf 6 Curriculum Links Self-regulation (including managing strong emotions e.g. negativity and impulse) Recognising and managing the need for peer PSHE Education Programme of Study – approval October 2014 Overarching Concepts The interpersonal skills required for positive Identity (their personal qualities, attitudes, skills, relationships in a wide variety of settings attributes and achievements and what influences these) 1. Active listening Relationships (including different types and in 2. Empathy different settings) 3. Communication (non-verbal and verbal A healthy (including physically, emotionally and including assertiveness and recognising how this socially) balanced lifestyle (including within differs from aggressive and passive behaviour; relationships, work-life, exercise and rest, being able to present and communicate ideas, spending and saving and diet) arguments and thoughts effectively) Diversity and equality (in all its forms) 4. Team working (including agreeing clear and challenging outcomes, facilitation, co-operation,
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