Mysenseofself-Lesson-Plan.Pdf

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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

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

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.

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’

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

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, networking and the ability to provide, receive Essential Skills and respond to, constructive feedback and take on different roles; the ability to recognise and The intrapersonal skills required for self- learn from others’ experience) management Negotiation (including flexibility, self-advocacy and compromise) Critical, constructive self-reflection (including Recognising and utilising strategies for being aware of own needs, motivations and managing pressure, persuasion and coercion learning, strengths and next steps for Responding to the need for positive affirmation development, how we are influenced by our for self and others perception of peers’ behaviour) Skills of enquiry

Recognising some of the common ways our 1. Formulating questions brains can ‘trick us’ or ‘trap us’ in unhelpful 2. Analysis (including separating fact from thinking (including generalisation, distortion of opinion) events, deletion of information, misconceptions 3. Evaluating social norms or misperceptions about the behaviour of peers)

Resilience (including self-motivation, adaptability, constructively managing change including setbacks and stress)

Key Stage 3 Core Theme 1: Health and wellbeing

Pupils should have the opportunity to learn:

1. to recognise their personal strengths and how this affects their self-confidence and self-esteem

2. to recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self- esteem

3. to understand that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment

4. how the media portrays young people, body image and health issues and that identity is affected by a range of factors, including the media and a positive sense of self

Core Theme 2: Relationships 1. to further develop the communication skills of active listening, negotiation, offering and receiving constructive feedback and assertiveness 2. to explore the range of positive qualities people bring to relationships

Getting Started

Before delivering your #MySenseOfSelf session in a school, please consider the following steps:

1) It is important to choose the activities you would like to do in the upcoming session before coming to the school.

2) Certain activities have things to prepare, such as activity sheets which need printing off, associated slides on the #MySenseOfSelf PowerPoint or resources required, so check the ‘resources’ and ‘preparation’ sections for each activity before you start.

3) Ensure that you set aside time at the start of the lesson to put ground rules in place. We have included a Ground Rules slide in the PowerPoint, which include the following:

✓ Seeking help and advice – make sure sources of support are clearly signposted and students are actively encouraged to seek support or advice if they have concerns

✓ Keep the conversation in the room – although it is important that students feel comfortable exploring this topic, it is important to make clear that if you become concerned that a child is at risk, you will speak to a member of staff from the given school who will follow their school’s safeguarding policy

✓ Right to pass – Every pupil has the right to choose not to answer a question, or not to take part in an activity

✓ Listen to others – Every pupil in the class has the right to feel listened to and we should always listen to their point of view in full before making assumptions or formulating a response

Make sure that the students are aware of the topics that will be covered in the lesson and feel comfortable discussing these issues.

How to get students talking

If none of the class wants to talk, you could try…  Start the session with an ice breaker or ask them introduce themselves to the person sitting next to them (‘what did you do on the weekend?’ ‘What are your hobbies?’)  Throwing a completely random question in to get rid of nervous silence, like ‘what’s your favourite food?’  Getting the group into pairs to discuss with their partner before coming back to a group discussion  Asking ‘describe in one word how you feel about this’. Students could even write answers on a piece of paper and hold them up  Having a box at the front for question s and reading them out at the end  Asking students to elaborate: ‘that’s interesting, why do you say that?’ ‘Can you tell me more about that?’

Ideas for Icebreakers

2 truths 1 lie

Go around the group and ask students to give 3 facts about themselves. Tell them 1 fact must be a lie and state they shouldn’t reveal this until the end. All to their notebooks to make notes on what the lie is. Once you have gone around the room, ask each person is to reveal their lie. You could give a sweet to the winner who guesses the most lies!

People Bingo

Ask the student to stand up and have their notebook and a pen at hand. Let them know they will have to talk to the others in the room and find out certain things. Give them an example: ‘Find someone in the room who can roll their tongue’. They will have to talk to others to find this information. Give them one minute per task to write down their answers in their notebooks. Encourage the group to mix and talk to everyone. Let them know beforehand that they can only note someone’s name down once. End the activity after 5 minutes and review some of the interesting facts the group has discovered about each other. You can add your own statements appropriate for your group.

Some examples: ‘Find two people who speak 3 languages or more’, ‘Find someone who has more than 3 siblings’, ‘Find someone who has a birth mark’, ‘Find someone who has 2 pets or more’…

Spill the beans:

A bag of jelly beans is passed round the group who are told to take as many as they like and put them out on the table in front of them. When everyone has done this the group are told that they now have to give as many pieces of information about themselves as there are sweets in front of them and go round the group. Throwing ball:

Make the group stand in a circle. One student has a ball, they throw it to student and as they do so say the name of the student they are throwing it to. The group throws the ball in this manner round the whole circle and has to remember the order that it was thrown in. This is repeated, then another ball is introduced, then another and the pace is quickened, game ends when it becomes chaotic.

Name that person

This game works best with a group of students who know each other. Divide the group into two teams. Give each person a blank piece of card. Ask them to write five little known facts about themselves on their card. Include any teachers in this game too. For example, I have a pet iguana, I was born in Iceland, my favourite food is spinach, my grandmother is called Doris, etc. Collect the cards into two team piles. Draw one card from the opposing team pile. Each team tries to name the person in as few clues as possible. Five points if they get it on the first clue, then 4, 3, 2, 1, 0. The team with the most points wins. (Note: if you select the most obscure facts first, it will increase the level of competition and general head scratching!)

My True Self Notebook

This part of the session is optional. You can download the ‘Me True Self Notebook’ document to create notebooks for your students using the simple instruction given below. The notebooks should be made before the session to save time.

During the 1.5-hour workshop, the students will open up discussions on body image and reflect on how low self-esteem and confidence can affect their lives. Having their own notebooks will give them the opportunity to take away as much as possible from this workshop.

The notebook can be used to complete the activities or take notes during the session. Students should be encourage to write down a few things they have learnt after every exercise. This notebook is for them to take home after the session.

1 2

Place the cover on top of the other Use a long last stapler to staple sheets and carefully align all the the sheets together. First, staple edges with your cover the centre of the notebook and then place two more staples on either side of the centre staple

4 3

Once you have stapled the During the session, you booklet, fold it in half and put can ask the students to some pressure on it to crease take a few minutes to the edge write their names on the notebook and to decorate the cover 11

Lesson Overview

Activity Suggested Activity Name Linked Resources Options Timing Introduction (& optional ice 10 minutes breaker) Introducing My True Self 5 minutes Slide no. 4 on PowerPoint Notebook 1. Examining the Impact of Social Media

Introductory Activity 5 minutes

Agree/Disagree/Don’t know signs in 1a. The Impact of Social Media 15 – 20 minutes appendix

1b. The Impact of ‘Likes’ 10 minutes Slide 1b. on PowerPoint Presentation

Why Do We Really Post 1c. 10 minutes Slide 1c. on PowerPoint Presentation Pictures of Ourselves?

2. Celebrating Difference

Introductory Activity 5 minutes

Slide 2a. on PowerPoint; 2a. Cultural & Societal Pressures 15-20 minutes Agree/Disagree/Don’t know signs & student information sheet in appendix

Freeze Frame activity sheet in appendix 2b. Freeze Frames 15 minutes and Slide 2b. on PowerPoint

2c. #MyTrueSelfie 15 minutes 3. Building Body Confidence and Self-Esteem

Introductory Activity 5 minutes Boosting Self-Esteem and Body 3a. 15-20 minutes confidence

3b. ‘Healthy Thinking’ 15-20 minutes 3b. Slides on PowerPoint

3c. Changing Compliments 10-15 minutes Slide no. 22-23 on PowerPoint. Token ideas Reflection (Tokens) 10-15 minutes in appendix.

My Sense of Self Lesson Plan Introduction (10 minutes) Use the definitions in the box to help you: First, start off with an icebreaker if necessary. ‘Body image describes our idea of how our body looks and how we think it is Next, introduce the lesson and explain that perceived by others. This can include our it will cover the following three topics: thoughts and feelings about our height, weight, shape, skin, colour, and our Impact of social media appearance and attractiveness more Celebrating difference broadly’ – PSHE Association Increasing self-esteem

Then go over the ground rules in the first We use the term body confidence to slide. Ask them if they are clear. describe the extent of an individual’s Next, introduce and hand out the positive regard for their body, their integrated sense of body and self, and the notebooks. Let them know that these can extent to which their personal value is tied be used to take notes during activities or fill up with their physical appearance.’ – out activity sheets. Give them 4 minutes to Government Equalities Office write their names and decorate the front cover. Show some examples on the PowerPoint slide no. 3. ‘We use the phrase self-esteem to talk Before you get started with the lesson, ask about the beliefs you have about yourself the class to define some of the key terms – what you think about the type of person you are, your abilities, the positive and we will be using. Discuss with the class what negative things about you and what you is meant by the following: expect for your future.’ - Mind

Body Image Body Confidence Self-Esteem

Decide on definitions for these three phrases which everyone is happy with and write them on the board. Ask them to write them into their notebooks (possibly in the notes section on pages 9-10) or take notes on a sheet of paper.

Section 1: Examining the Impact of Social Media

Who uses Facebook, Twitter, Snapchat, Introductory activity (5 minutes) Instagram, etc? Ask students to work in pairs and spend How often do you use them? one minute discussing the following What do you use social media for most question: frequently? (e.g talking to friends and family, getting inspiration/ideas, What 3 different sources can you think of keeping up to date with favourite which impact the way we think about our celebs…) appearance? Then ask by a show of hands: For instance – things that our friends or Who thinks they could live without family say; traditional media such as films or social media for a week? magazines; or things posted on social Who thinks social media can have an media. impact on the way we see ourselves? Ask a couple of groups to explain their Has anyone ever taken a photo down responses. because it didn’t get enough likes?

Explain that there are many things, which Ask the students for their thoughts on can influence people’s self-esteem. The ‘likes’: following activities focus on just one of How many ‘likes’ on one of your posts is these, social media: the positives and a good amount? How would you feel if it negatives, how it has changed the way we was lower than this amount? communicate, and the ways in which it can influence body confidence.

Ask the class to stand up, and sit down if Continue to ask students to explain their they: answers.

Use social media every minute Use social media every hour Use social media every day Use social media every week

OR ask them what social media platforms they use most frequently

1a. The Impact of Social Media

Suggested Timing: 15-20 minutes Hints: Social media means that… Objectives: Students will analyse the o impact social media can have on self- Photos of your peers are readily accessible esteem with a sliding scale activity, followed by a mini debate o Instant celebrity access o We are exposed to more ‘candid’ Resources: Agree/Disagree/Don’t know images of celebrities signs (see appendix) o Excellent editing software Preparation: Stick the available – filtering, cropping Agree/Disagree/Don’t know signs o Global reach – influence of around the room different beauty ideals

Running the activity: (Ask: what things do you do when you are Start off with a sliding scale activity to not on social media?) encourage students to discuss their opinions “The photos you see of people your about social media. own age on social media are realistic.” Read out the following statements and ask (Ask: do people look very different online students to stand at whichever sign to offline?) represents their opinion:

“Social media has changed the way we For each statement ask one student from as a society communicate.” each of the three options to explain why (Ask: what has changed? How does social they chose that option. media influence us?) “Social media is only popular because Next, separate students into two groups for you can see loads of photos of your a mini debate. One group will argue that friends.” social media can have a positive impact on (Ask: what other things can you do on self-esteem, the other that it can be social media?) negative. “The way we share images has changed because of social media.” Start off by brainstorming general ideas (Ask: how did we share pictures before? about positives and negatives as a group How has this change influenced us?) and write them on the board. “Life without social media would be boring.”

Some pointers: Can social media have a harmful effect? Pros Can it be constructive? Why? Support from friends and family What would be another positive aspect? Getting inspired by others Does the other team have anything else Making new friends to say? Others agreeing to your opinions Do the positives of social media Making an impact (fundraising, outweigh the negatives? awareness raising) What advice would you give to someone who feels that their self-esteem is low as Cons a result of social media? Comparing yourself with others Cyberbullying To review, look at the notes on the board Gossip/spreading rumours and ask students to circle any advice that False image of other people’s lives has emerged for reducing the impact of Wanting to get the most likes social media on self-esteem. Ask if students would add anything to this list.

Next, ask students to turn to page 1 in their notebooks or hand out some paper or sticky notes. Give them 4 minutes with their partner to come up with arguments, which they should note down in their notebooks or on paper. Encourage them to think about arguments the other team might make, and things to say to counter them.

Start the debate! Ask a student to make notes on the board. Interject with questions such as:

Key Message

 It is important to be aware of the impact social media has on how we feel and how we view ourselves.  Comparing yourself with others can lead to low self-esteem and low body confidence.  The way people are portrayed on social media isn’t always realistic

1b. The Impact of ‘Likes’

Suggested Timing: 10-15 minutes Then ask by a show of hands:

Objectives: Students will discuss the How many people think that people consequences the ‘like’ function on with great photos and more likes social media can have automatically have more self-esteem as a result? Resources: Slide 1b. on the PowerPoint Presentation After students have answered, show the Running the activity: quote on slide 9 and ask the class if anyone knows who said them. Go to slide 1b. on the PowerPoint. Ask a volunteer to explain what is happening in Reveal who the quotes are from and these pictures. (Hint: one young person has discuss how low self-esteem can be found posted a selfie which has only received one even amongst celebrities who get millions of like, whereas the other person has received likes. 47 likes) Prompts:

Students should spend 2-3 minutes working Could someone who posts lots of with their partner to answer the questions images of themselves actually be on the slide: looking for a boost in self-esteem from What is happening in these pictures? other people? Write 3 thoughts that might be going When you post an image of yourself on through each of these people’s minds social media, is there a set number of What would you think if you were either ‘likes’ you ideally like to receive? of these people? How many ‘likes’ does it take for you to What things do people do to try to get be satisfied with your image? more ‘likes’ on images of themselves? Ask students:

What could be the effect of seeing Prompt: Do you think if it was you, you people who you think look great on would edit the image? Add more hashtags? social media who aren’t celebrities, but Think about changing your image in some who are your friends, or friends of way? friends?

Go through each question and discuss responses.

Key Message

 Social media now means that we can have a number attached to our image – if it’s high we feel great, if it’s low we might not feel good and even delete the picture

 It’s not necessarily a good thing to attach too high value to the number of likes if

it’s making you feel bad about yourself  The way people are portrayed on social media isn’t always realistic

1c. Why Do We Really Post Pictures of Ourselves? Hint There’s a different thought process between looking at an image of a Suggested Timing: 10 minutes celebrity (e.g. some knowledge that they’ve probably had help from Objectives: Students will examine trainers, nutritionists, plastic surgery reasons why sharing images of and Photoshop) to looking at an image ourselves online has become popular, of your peer (for example thinking if and what the impact on self-esteem they’re my age and from my school and could be they can look like that, why can’t I?)

Resources: Slide 1c. on PowerPoint

Presentation; mini whiteboards and First, ask students for their reactions to pens (optional) these responses. Have they posted pictures of themselves on social media for any of Don’t show the PowerPoint slide yet! these reasons before? Ask students to work with their partner for Next, ask them to work in pairs to think of 30 seconds to think of answers to the two or three more examples of why question: people post selfies and images of ‘What are the different reasons why people themselves online. Students should takes look at images of others on social media?’ notes on page 2 of their notebooks or on a sheet of paper. They should write their top reason on a mini-whiteboard (or piece of paper) and Hints hold it up to explain to the rest of the class. Fun way to capture a moment Hints Show friends what you are doing Getting attention To stay in touch Getting appreciation To keep up to date with friends Making others jealous To get inspiration – e.g. for different

outfits, hairstyles, lifestyles, etc. Each student should then individually look at the last picture of themselves that Next, show slide 1c. On this slide are they posted on social media and discuss different reasons people have given us for the reasons why they really posted it. Ask if why they have posted pictures of anyone would feel comfortable sharing their themselves to social media. answer with the class. Ask a volunteer to read out what’s in the speech bubbles.

After a couple of responses, ask students by Ideas could include: a show of hands: Sharing uplifting quotes and stories on When you last posted a picture of Facebook or Twitter yourself, how many of you did so Giving compliments to people because you wanted to boost your self- Sharing charity campaigns esteem? Using it to raise awareness of issues And keep your hands up if you feel that you feel passionate about posting that picture did boost your self- esteem? Why/why not?

As a review activity, ask students to spend 3 minutes in groups of 3 or 4 brainstorming ideas about how to use social media in a positive way.

Key Message

 The way people are portrayed on social media isn’t always realistic  A good way to boost your self-confidence is to recognise when you’re comparing yourself to others and try to reflect on your own strengths and positive qualities instead  It is important to be aware of the impact social media has on how we feel and how we view ourselves.

Section 2: Celebrating Difference

Introductory activity (3 minutes) To introduce the idea of difference as something to be celebrated, encourage Ask students if there were any other students to focus on their similarities and differences, which could have been added to differences with the following activity. these statements.

What do they think the purpose of this Prepare a selection of statements and ask activity is? students to stand up if any apply to them. Examples of statements include: What do we learn about each other when we explore our differences? Anyone who likes football stand up If you walked to school today stand up Stand if you can speak two languages Stand up if you can play an instrument If you like gaming stand up

Alternative Activity Option

‘It’s True of Me That…’

All students sit on chairs in a circle and one chair is taken away. The person standing has to say something that’s true about them (‘I have blue eyes; I like chocolate) and everyone who this applies to stands up and has to cross the circle to a different chair. The person left standing says a truth about them; and so on.

After a few rounds, the person standing has to try to say something which is unique to them which doesn’t apply to anyone else (‘I am a black belt at karate; I am a grade 5 violin player’) in order to get the students to celebrate what makes them stand out from others.

2a. Cultural & Societal Pressures

Suggested Timing: 15-20 minutes For each response, ask students to explain why they’ve chosen those answers. Objectives: Students will identify cultural and societal reasons why people Important: If you already did a sliding scale in can feel under pressure to look a certain a previous activity it’s better to find a different way to get answers to these questions. way and develop tools for dealing with this pressure. Reflecting on ‘what makes Ask the students: you you?’ Who would agree that sometimes we feel Resources: Video slide and activity slide the need to be the same as others? for 2a. on PowerPoint Presentation; Why do you think that is? ‘Before and After’ video on USB; Would you say that it makes you feel Agree/Disagree/Don’t know signs & more secure sometimes if you’re not student information sheet, Iceberg standing out from others and it can feel Activity sheets (see like you’re part of the crowd? appendix/notebooks),. But why could this be a problem? What if Preparation: Stick the you’re not being true to yourself and who Agree/Disagree/Don’t Know signs you really are? Do you think it could around the room cause issues if you’re trying to be like someone else? Why? Introduce the topic of cultural and societal pressures with a sliding scale activity. Next, show the ‘Before and After’ video explaining the background of the video: Read out the following statements and ask students to stand under the sign which A young woman sent a picture of herself represents what they think. Explain that (without make up or any touch ups) to graphic there are no right or wrong answers, you’re designers around the world asking them to just looking for students’ opinions: ‘make her beautiful’. These were the entirely different Photoshop versions that she got back. The society you’re in can have an impact on your body image Ask the students to turn to page 3 in their Different cultures all have the same notebooks (or use a sheet of paper) and ideals of what is considered to be answer the two question on the page. ‘beautiful’ (1. Write on thing you are surprised by. It doesn’t matter what country you’re from – all teenagers want to look the 2. Write one thing you are not surprised by.) same Encourage the students to share their Parents often put pressure on their answers. What do they think this experiment children to look a certain way shows? Ask:

Do you agree that we should celebrate can feel under pressure to look a certain the things that make us different? Why? way, we will do an exercise to explore the meaning of diversity. What would you say to someone who was trying to fit in with the crowd Ask the students to turn to the iceberg page because they felt different? in their notebook (page 4) or hand out one Activty sheet 2a per person. Next, show slide 2b and explain that these are statements teenagers have given about Next, tell them that, everything on the top the pressure they feel to look a certain way. half of the iceberg represents whats on the Ask a volunteer to read out the three surface. They should fill in the facets and statements. features that others can see (e.g. hair color, gender, age…). Ask students to work in pairs to spend 2-3 minutes answering the questions on the Next, they should fill out the bottom half slide. of the iceberg which represents all their other characteristics, traits, attributes ‘that Go through the questions and discuss make you you’and which aren’t visible (e.g. students’ answers. Ask them to expand on talents, skills, beliefs, dreams, life their answers and ask the following: experiences…) What can the impact of words from our Show slide no. 16 as an example. friends and family be on our self- esteem? Give the students 4-5 minutes to fill in Do you think that these teenagers their iceberg. should feel ashamed because they don’t Once everyone is done ask if anyone wants fit in with these ideals? Or are our to share what they wrote. differences something which should be celebrated? Ask: how did the activity make you feel? What do you think the message Optional extra activity behind this activity was? (See box for After you’ve gone through those questions, ideas) there is the option for an optional extra activity.

Explain that after having had a closer look at the cultural and social reasons why people

Key message  Different cultures have different ideas about what is considered ‘beautiful’, whether it’s in terms of body shape, skin colour, or clothing.  People often feel pressured to fit in with what is considered ‘perfect’ by the society they’re in  We should celebrate the things that make us different and not feel pressured to fit in.  Be true to yourself!  We are more than just our appearance 23

2b. Freeze Frames

Suggested Timing: 15 minutes Tell students that once they have acted out their scenario to the class, one member of Objectives: Students will identify the group will ask the class the questions reasons why feeling different from on the card. others can have an impact on self- Students should be prepared to give advice esteem, and develop tools for dealing to the main subject in the scenario and with pressure to conform to different ‘intervene’ in the freeze frame so that the ideals scenario has a positive ending.

Resources: Freeze Frame activity sheet Show slide 2b. Once the groups have (2b. – see appendix) and slide 2b. on prepared their role plays, ask volunteers to PowerPoint Presentation. act theirs out in front of the class. You could ask the audience to sit in a circle around the Preparation: print out Freeze Frame actors in order to encourage open activity sheet 2b. There are 6 scenario discussion. cards on each sheet – print enough copies so that there is 1 card per group When the groups ‘freeze frame’ their role plays, they should then use the question of 3 or 4 students. Cut out the scenario cards to encourage discussion from the cards and fold them over so the audience. questions are on the other side. They should ask an audience member who Running the activity: has given an answer to intervene in the freeze frame and give that advice to the This is a peer-led activity in which students actor. They can then act out following that will be given a scenario to act out. The advice if they wish. scenario groups will then lead the discussion which will take place after each scenario. After the performances ask students what they think they can learn from these Separate the class into groups of three or freeze frames: four, and give each group one scenario card. Ask students to summarise what these different scenarios had in common – They have five minutes to plan a role play how did all of the subjects feel? (Hint – around this scenario. The role plays should they all felt that they were different be approximately 20-30 seconds long, from others in some way) should involve all members of the group, and should stop halfway through in a ‘freeze What sorts of emotions did the subjects frame’. feel as a result?

What can we learn from this activity?

Key message  People often feel pressured to fit in with what is considered ‘perfect’ by the society they’re in  We should celebrate the things that make us different and not feel pressured to fit in  Be true to yourself! Being different isn’t a bad thing  We are more than just our appearance 24

2c. #MyTrueSelfie

Suggested Timing: 15 minutes Once they are finished they can then use their phones to take a selfie standing in the Objectives: Students will explore the outline. characteristics, hobbies, interests and other qualities which make them unique If phones aren’t allowed in the classroom you can leave this part out and skip to the next and understand why it is important that step. our differences are recognised and celebrated Ask a few volunteers to present their ‘Selfies’ by standing in front of their pieces of paper Resources: large pieces of paper (bigger and explaining all of the qualities that they than A3 size - flipchart paper works have written. well); Blu Tack or Sellotape; coloured Students should then sit back down and pens reflect on what they have learned from that Running the activity: activity. Ask:

Give each student a large piece of paper. Ask Did anyone write exactly the same them to find a space on the wall where they characteristics and qualities on their can stick the piece of paper up. They should selfies? ask the person standing next to them to What do you think it would be like if draw around the outline of their head everyone in this classroom was exactly and shoulders on the piece of paper. the same? Students should then individually add the Why do you think it’s important to share title ‘#MyTrueSelfie’ to their paper and write and celebrate the things that make us around the outline all of the things that different? make them who they are. They can use words or draw pictures. For instance:

I am… a musical theatre fan

A happy person

A lasagne eater

15 years old

Section 3: Building Body Confidence and Self-Esteem

Introductory activity (5 minutes) Questions you could ask: Resources: pens, Post-it Notes, Which of these activities or feelings do whiteboard & marker pen you think is most common? Why?

Running the Activity: Which activity or feeling do you think has the most negative impact in the Split the class into groups of 3 or 4. Then long term? Why? divide the class down the middle, and ask groups to brainstorm the impact of having Do you think that low body confidence low body confidence. Groups on the left is a serious issue? should focus on: What do you think the impact of low What activities could low body body confidence is in the long term? confidence prevent you from doing?

Groups on the right should focus on: Prompts What emotions and feelings could low body confidence lead to? Activities could include:

The class should spend 2 minutes discussing Putting your hand up in class ideas with their groups, and write one idea Public speaking on each Post-It. Meeting new people While they are doing this divide the board into two columns, ‘Activities’ and ‘Feelings’. Enjoying sports

Once the time is up groups should stick their Emotions could include: Post-Its on the board one by one. If there Self-doubt are any similar or duplicate ideas, ask students to stick them next to each other to Anxiety in social situations create a category. Low self-worth When all of the ideas are stuck on the board Low motivation to participate at school pick out a few and discuss them with the class.

3a. Boosting Body Confidence and Self-Esteem

Suggested Timing: 15-20 minutes

Objectives: Students will identify their 3. After 5-7 minutes, ask if anyone would like to share their list. Ask them to explain ‘support network’ and reflect on what why they chose each thing (e.g. ‘I like my they love about themselves to develop a eye colour because it’s the same as my strategy for building self-esteem dad’s or my optimism cheers people up…)

Resources: Whiteboard and marker pen, Ask, why do you think we did this Activity 3a. slides, blank A4 paper, pens, exercise? Post-it notes, 1x Student Information Hands up, who thought it was sheet per person unusual to think of things you like about yourself instead of worrying about the things you don’t like? Running the activity: Is there anything you feel grateful for Ask the students to turn to page 5 in their after doing this exercise? (e.g. my notebooks or hand out a sheet of paper health, friends…) per person. The first half of this activity will be done individually. What do you think you can take away from this exercise? This exercise focuses on the effect of positive body image. Let students know that they do not have to share this with anyone if For the next part of the activity ask students they don’t want to. to work in groups of three or four to 1. Ask the students to draw a picture of brainstorm things you could do to themselves on their sheet of paper or in improve your self-esteem. They can take their notebooks. It doesn’t matter how notes on page 6 of their notebooks. realistic or artistic it is. Students can use the ‘10 Tips to increase 2. Next, they should make a list of all the your self-esteem’ from the Student things they like/love/appreciate about Information Sheet for inspiration. their appearance (e.g. curly hair, freckles, Ask students to write their top two tips on tiny hands, dark skin…) and/or separate post-it notes and stick them on the personalities (e.g. funny, nerdy, board. Group the Post-Its into similar notes optimistic...) and draw a circle around distinct categories The list should contain at least FIVE things of ideas. but can be as long as they want.

Then, ask students to vote for their can turn to when they’re feeling down or favourite idea: each student can approach low in confidence. This could be: the board and draw a dot next to their two A family member preferred tips for increasing self-esteem. A service such as ChildLine Count all the dots once everyone has cast A friend their vote to find the favourite and least A teacher favourite. Ask the class to discuss: A brother or sister Writing in your diary Why did you vote for this method for increasing self-esteem as the favourite? Signpost the ‘More Information’ page of the info sheet for ideas of extra support services Why was this one the least favourite? which students could add to their hands. Which of these would you think about Once they are finished, explain that this doing in the future? diagram represents a support network – and everyone has at least one person they can turn to for support.

Optional extra activity To review, ask students to fill the inside of the hand with the ideas for boosting self- After you’ve gone through those questions, esteem you’ve just discussed, and surround there is the option for an optional extra the hand with positive affirmations– for activity. This activity is about identifying instance, things they like about themselves your support network. or things they’re good at.

Students should take one piece of A4 paper or their notebooks and draw around their hand.

They should label each finger of the hand with the name of anyone they feel they

Key Message

 Focus on things that make you feel good about yourself

 Value yourself, your appearance and personality  Remember to do things that make you feel good about yourself  Avoid negative self-talk and criticising yourself

 Nobody is perfect so you don’t have to be

3b. ‘Healthy Thinking’

Suggested Timing: 15-20 minutes diet and stick these on the sections on the plate. Objectives: Students will identify unhealthy thought patterns, examine Ask students about the impact of a healthy diet on your wellbeing: how does eating how thoughts can be affected by healthy food make you feel? relationships with others, and develop tools to boost positive thinking Next, ask students by a show of hands, who agrees with the following statement: Resources: Activity 3b. slides on PowerPoint Presentation; Post-It Notes In the same way that a good or bad diet can have an impact on your health, the Running the activity: things that we tell ourselves about the way we look, and the things that we hear This activity looks at the idea of physical from others, can have a good or bad versus emotional well-being, and whether impact on our emotional wellbeing. we can change negative thought patterns so that we think about ourselves in a positive Show the second 3b. slide and explain that way. we will now look at the components of a healthy ‘emotional diet’. Start the activity by asking students to shout out suggestions for what makes an Ask students to work in groups of 3 or 4 to unhealthy diet. (Hint: lots of junk food, fizzy brainstorm examples of things they see, drinks, sweets, no fruit & veg, not enough hear, think or say throughout the day which water, etc.) have an impact on their self-esteem and body confidence. They should list things Then briefly ask them about the effect of a which have a negative impact as well as poor diet: things which have a positive impact. For How would eating unhealthily all the example: time make you feel? My male friends at school telling me Is there an element of choice involved about how much they go to the gym in what you eat? Do you have more to bulk up – negative choice as you get older? Thinking ‘I look fat in this outfit’ If you wanted to make your diet when I look in the mirror – negative healthier, what could you do? My mum talking about how she Next, show the first 3b. slide. As a group, hates her body shape and wants to students should write on 5 post-it notes lose weight – negative the broad food groups which make up a A friend at school giving me a healthy, balanced compliment – positive

Focusing on the things I like about would they put in the larger and smaller myself when I look in the mirror – portions on the plate? positive Ask one student to label the plate according Unfollowing people and celebrities to what the class decides. on social media who don’t make me feel good about myself – positive Finally, students should use their ideas from the brainstorm and write examples of things There are no right or wrong answers – this which have a positive impact next to each brainstorm is simply to get students thinking ‘thought group’. For instance, ‘Focusing on about how they think about themselves. things I like about myself when I look in the To prompt students you could ask them to mirror’ would be written next to ‘Things I think about their typical day with questions think about myself’ on the plate. such as: To review, ask students to reflect on what When you check social media does they’ve learned in this activity: anything you see make you think about In the same way that we choose what we your appearance in any way? eat, do you think we can choose whether Do you hear anything from your friends we let these thoughts into our head? in the morning about their appearances? In the same way that eating unhealthy Do you watch TV or read magazines, and food makes us feel tired, sluggish and so do these have an impact on what you on, what do you think the effect of think about yourself? thinking unhealthy thoughts could be? How about the things your parents or Hint: reduced self-esteem, constantly guardians say? comparing yourself to others, low confidence, low motivation, etc. Once students have brainstormed a few If you wanted to turn your Unhealthy ideas and labelled them with ‘positive’ or Thinking into Healthy Thinking, what ‘negative’, they should then group all of could you do? these into categories, or ‘thought groups’. For instance: things I hear from friends; things I hear from parents; things I think to myself; things I see on social media, etc. These categories should include both the negatives and the positives.

Ask a couple of groups to present their ideas. Then the group as a whole should Key Message decide which ‘thought groups’ they would like to label the ‘healthy thinking’ plate with.  Focus on things that make you feel good If they were going to create a balanced about yourself emotional diet, which of these groups would  Value yourself, your appearance and they choose their thoughts from? And which personality  Remember to do things that make you feel good about yourself  Avoid negative self-talk and criticising yourself  Nobody is perfect so you don’t have to be

3c. Changing Compliments

Suggested Timing: 10-15 minutes typically react with the opposite of these adjectives: ‘you’re not fat, you’re Objectives: Students will analyse thin’; ‘you’re not ugly; you’re beautiful’; the impact that different types of ‘your hair is great’; etc. compliments can have on body confidence and self-esteem Then ask the class: what do you think is the effect of this type of compliment Resources: coloured paper or card; be on a person’s self-esteem: does it felt tip pens make the person feel better in the long- term? Would it be better to focus on

something other than their appearance Running the activity: when giving a compliment?

This activity looks at compliments, and Next, ask students to work in pairs and how we can use them in a positive way give them one piece of paper/card and to boost the self-esteem of others. a pen per person. Particularly it focuses on changing the focus of our compliments from people’s On one side of the paper, students appearance to their skills, qualities and should individually write a negative strengths. statement that they have said about their appearance in the past. To introduce the activity, pick a volunteer from the class to stand They should then swap their piece of facing you. Tell them you’re going to paper with their partner’s, and on the say something negative about yourself, other side they should write a positive and they should respond as they would statement about their partner which if it was a friend saying it. Choose one does not focus on their appearance. of the following negative comments people typically say (or make up your This could be anything from ‘you make own): me laugh’ to ‘you’re great at maths’. They should make sure they leave I’m so ugly enough space on the paper for at least I feel so fat today 3 of these statements. I hate my hair Partners should then swap back their See what the student’s instinctive paper and see what has been written. reaction would be to their friend Ask for a couple of volunteers to making this comment. If they’re present their compliments, and then struggling, hint that people would ask how it makes them feel to receive a

compliment that doesn’t focus on Once students have completed this appearance. task, ask them to review by raising their hand if they feel this activity Next, all of the class should stand up boosted their self-esteem. What was and find at least 3 people to swap their the effect of focusing on a person’s compliment cards with. Ask them to personality instead of their counter each person’s negative appearance? Do students think they’ll statement by writing a compliment change the way they give compliments which focuses on that person’s skills, to their friends in the futur strengths, qualities or personality.

Key Message

 Use compliments in a positive way to boost the self-esteem of others.

 Complement others skills, qualities and strengths instead of appearance

 Focus on things that make you feel good about yourself  Be aware that things you say have an impact on others  Nobody is perfect so you don’t have to be

Reflection

Suggested Timing: 15 minutes Confidence Booster Tokens:

Objectives: Thinking of positive Once students have finished sharing, let them affirmations and confidence boosters and know that in the last few minutes of the creating artistic reminders of these. session they will be creating self-confidence Evaluate the session. boosters to take home.

Resources: confidence booster ideas (Slide Let them know what creative options they can 24 on PowerPoint); coloured paper or card; choose from to create their confidence booster (phone sticker, wristbands, bookmarks, key coloured pens, glue, cloth strips, empty chains). white stickers, scissors, (optional: stamps) Show the ‘token ideas’ on slide no. 24 and lay

out the art material for the students to use.

Running the activity: Ask students to choose one or more of the During this activity the students are going to given options and decorate it with a sentence, reflect on every they have learnt or discovered word, phrase or drawing which will give them during this session. confidence when they are feeling down or suffering from low self-esteem. Write the following sentence starters on the front board and ask them to complete these in Ask them to think of today’s session and write their notebooks: something positive they have learned which they want to remember e.g. positive After today’s session, I feel… affirmations – for instance, things they like about themselves or things they’re good at. I noticed... Show slide no. 23 for tips on writing positive What surprised me was… affirmations. From today onwards, I’m going to… Important: make sure you leave enough time My new motto is… for the students to fill out the evaluation forms (What did you think of today?) which you Allow students a few minutes to think of should hand out at the end of the session. The what they would like to share using a form should take around 5 min. to complete. sentence starter. Ask for a volunteer to start Remind them that the questionnaire is the sharing session. anonymous and double sided.

Appendix

Agree/Disagree/Don’t Know Sheets

2a. Iceberg Activity Sheet

2b. Freeze Frames Activity Sheet

Student Information Sheet

STRONGLY AGREE #truth

STRONGLY DISAGREE #nowayisthistrue

I DON’T KNOW (I CAN’T DECIDE IF I AGREE OR NOT)

#confused

2a. Iceberg Activity Sheet

What’s on the surface

(possible first impressions of you e.g hair colour, height, age… Fill in at least 5 things)

What makes you you?

(things others might not know about you but are an important part of you e.g. skills, dreams, experiences… Write at least 8 things ) 2b. Freeze Frames Activity Sheet

Cut and fold to create Scenario Cards

Student Information Sheet

A Body Image and Self-Esteem Lesson v

More information

If you would like more information on anything you’ve discussed in the lesson today, have a look at the following charities, support groups and campaigns:

The Diana Award Anti-Bullying Campaign The Diana Award Anti-Bullying Campaign involves a number of different programmes aimed at reducing bullying in schools. The Anti-Bullying Ambassadors programme which has trained over 20,000 young people across the UK to lead on anti-bullying campaigns in their schools, and the Anti-Bullying Pro website provides lots of information on bullying. http://www.antibullyingpro.com/

Beat The UK’s leading charity supporting anyone affected by eating disorders or difficulties with food, weight and shape. http://www.b-eat.co.uk/

Body Gossip A campaign which explores people’s experiences of body confidence http://www.bodygossip.org/

Changing Faces A charity for people and families who are living with conditions, marks or scars that affect their appearance. https://www.changingfaces.org.uk/Home

Childline ChildLine is a private and confidential service for children and young people up to the age of 19. You can email them, go to their website for a 1-2-1 chat online, or call for free on 0800 1111. https://www.childline.org.uk/Pages/Home.aspx

Dove Self-Esteem Project Practical resources for teens, parents and teachers to boost self-esteem http://www.dove.com/us/en/stories/campaigns.html

Mind Leading provider of advice and support to empower anyone experiencing a mental health problem. Mind’s website features excellent ideas for increasing your self-esteem. www.mind.org.uk

You can also find Mind’s top tips for increasing self-esteem on the next page.

#MySenseOfSelf Student Information Sheet

v A Body Image and Self-Esteem Lesson

10 Tips to Increase Your Self-Esteem From www.mind.org.uk

Remember these top tips to help you build your self-esteem:

1. Do activities that you enjoy 2. Spend time with positive, supportive people 3. Be helpful and considerate to others 4. Try not to compare yourself to other people 5. Try to do regular exercise, eat healthily and get enough sleep 6. Be assertive – don’t let people treat you with a lack of respect 7. Use self-help books and websites to develop helpful skills, like assertiveness or mindfulness 8. Learn to challenge your negative beliefs 9. Acknowledge your positive qualities and things you are good at 10. Get into the habit of thinking and saying positive things about yourself

120 Moorgate, London EC2M 6UR The Diana Award is a registered charity (1117288 / SC041916) and a company limited by guarantee, registered in England and Wales number 5739317