Content: What's the Buzz with
Teenagers?

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Lesson 1: the ins and outs of friendships

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Lesson 1: the ins and outs of friendships

Archie's story - "New beginnings"

Key social and emotional principles (learning intention)

Friendships are dynamic and complex. Sometimes differences of opinion, dishonesty, confusions, jealousy, fearfulness and mistakes can threaten them. There are, of course, many ways to repair a friendship providing a willingness for restoration exists. Friendships always change over time and can become deeper and richer. However, other friendships fade and disappear. This lesson explores one of the many complexities that can threaten a friendship, and how to go about repairing it

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Lesson 2: what is a friend?

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Lesson 2: what is a friend?

Archie's story - "a good friendship; it's bigger than being popular"

Key social and emotional principles (learning intention)

This lesson highlights the essential skills required to build friendships and become a friend. It focuses on the qualities of friendship; what makes a good friend? What does a good friend say and do? How many friends does one need? What should we expect from a friend as we get older? And, what's the difference between a good friend an acquaintance?

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Lesson 3: getting attention

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Lesson 3: getting attention

Archie's story - "This is the last place I want to be"

Key social and emotional principles (learning intention)

This lesson focuses on positivity, and how to switch it on, because sometimes when faced with tricky situations and challenges, we hear the chatter of doubt and negative self-talk in our minds. Most human beings share this peculiarity. So, it's liberating to learn how to change gears from our negative state, to a healthier and more optimistic gear. Switching on positivity is so much more than a warm and fuzzy idea. Without it, our negative chatter prevents us from performing at our best, finding pleasure from being in the moment and giving life a go.

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Lesson 4: wellbeing and social media

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Lesson 4: wellbeing and social media

Archie's story - "Archie, get off your phone! You're addicted to it!"

Key social and emotional principles (learning intention)

Wellbeing is a mindset; a way of thinking. It is deeper than happiness. It is reflected by a prevailing attitude to regulate our feelings as we face the tribulations of life. We build wellbeing by valuing healthy relationships with friends and family, being keen to find positive solutions to problems, sharing complications with valued others, and striking a healthy balance between all things in life. When we fail to balance these things our sleep, fitness, memory, emotions, tolerance, learning and relationships are worse of

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Lesson 5: empathy

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Lesson 5: empathy

Archie's story - "Thanks for understanding"

Key social and emotional principles (learning intention)

Empathy is a core life skill. This lesson explores how to identify the feelings, thoughts, or attitudes of others and respond to them with a delicate balance of sensitivity and purpose. To develop empathic powers, several actions must occur. The first is to detect the emotions the other person is experiencing. Secondly, an empathic person communicates they understand how this person must be feeling. Finally, they do or say something to comfort them, or offers a possible solution. The goal is to lift their spirits, and this can be achieved by giving them hope. In dire situations, the only hope to be found may be the promise of an understanding and enduring friendship

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Lesson 6: resilience

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Lesson 6: resilience

Archie's story - "Going with the flow"

Key social and emotional principles (learning intention)

To reveal that resilience, also known as emotional and cognitive flexibility, is to be able to 'go with the flow,' to adapt and find alternative solutions on the run. The alternative is to be consumed by the problem, stay stuck in it, acquiesce to powerless and feel anxious or angry. A flexible thinker can take small and calculated choices to make changes that are more likely to find joy, success or make sense of new or challenging situation. Teaching young people to understand and value this flexible mental set, is the basis of a treasured lifelong skill termed, resilience.

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Lesson 7: dealing with disappointment (loss and grief)

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Lesson 7: dealing with disappointment (loss and grief)

Archie's story - "They loved each other"

Key social and emotional principles (learning intention)

The purpose of this lesson is to teach the essential facts about disappointment, loss and grief because they are tricky feelings to cope with yet are unavoidable. The lesson also embraces how to support others who've been affected by disappointment, loss and grief.

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Lesson 8: handling anxiety

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Lesson 8: handling anxiety

Archie's story - "I don't want to talk about it!'"

Key social and emotional principles (learning intention)

This lesson explores what anxiety is, how our bodies identify it and ideas to manage it more effectively. It also debunks the myth that all anxiety is bad, and young people should never worry. Some worry serves a good purpose, but too much is debilitating. We introduce a worry scale as one idea to keep worry in a healthy perspective. To be mentally healthy, young people need a new freedom to openly share their thoughts, fears and anxieties with friends and trusted people in their lives. When equipped with quality information, everyone can participate productively, offering supportive networks loaded with sage advice.

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Lesson 9: responding to dominating behaviours

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Lesson 9: responding to dominating behaviours

Archie's story - "Put your hand up if you don't want Rafi to be in our group?"

Key social and emotional principles (learning intention)

The first goal of this lesson is to teach the concept of social dominance. We all use social dominance to help us fit into social groups. Some become outspoken, argumentative, hurtful, bossy, even aggressive. This is an extreme way of social dominance and these behaviours are often referred to as bullying. Others develop leading behaviours that are more submissive. These are friendly, inclusive and generous patterns of behaviour. The second goal highlights how to respond to dominating behaviours. How to bring it to a close, move away, share concerns with friends or safe adults, and resist a fixation on someone who isn't yet their best self.

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Lesson 10: being hurt, trolled or abused online

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Lesson 10: being hurt, trolled or abused online

Archie's story - "Tic, tock we're waiting for your head to rock."

Key social and emotional principles (learning intention)

Becoming the target of online hurt or hate can happen easily as young people enter the online world. In this lesson, we view online antagonism as an extension of bullying. We suggest responding using much the same style discussed in the lesson - 'Responding to dominating behaviours' - a practical and disarming response to actions designed to hurt. This lesson aims to understand why some choose to bully online and what young people can do to protect themselves and others. Beyond responding wisely, we must empower young adolescents to use this technology sensibly, safely and with kindness.

Lesson 10 is the last lesson in the book. However, there are 6 additional lessons, with complete content and bonus digital resources, that can be accessed online through paid registration.

To register, click here.

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Lesson 11: maintaining relationships; feedback and compliments

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Lesson 11: maintaining relationships; feedback and compliments

Archie's story - "I think you look great in your sports uniform"

Key social and emotional principles (learning intention)

A compliment is an expression of praise, approval or admiration we give to another. This lesson examines the difference between a 'character compliment' and a 'surface compliment'. We explore the value of giving compliments, how to deliver them and what to do when we receive one. This lesson also explores giving and receiving 'constructive feedback'. Constructive feedback can be praiseworthy but also combines a degree of correction or criticism. Even tougher to deal with is 'negative feedback' which can border on nastiness and harassment. Teaching young people to interpret the versatile role of compliments and feedback adds a protective layer to friendships and personal growth.

Lesson 11 is not in the book. Its contents, and all additional resources, can be accessed online through paid registration.

Click here to register

A preview of the online resources is available by clicking here

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Lesson 12: effective listening

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Lesson 12: effective listening

Archie's story - "I start off okay, but I get brain fade"

Key social and emotional principles (learning intention)

Effective listening, also referred to as 'active listening' and 'whole body listening' is a complex process that involves receiving and understanding verbal information, evaluating and remembering it, then responding to it appropriately. The aim of this lesson is to upskill students in the active steps required to listen effectively because it is at the heart of the communication process.

Lesson 12 is not in the book. Its contents, and all additional resources, can be accessed online through paid registration.

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A preview of the online resources is available by clicking here

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Lesson 13: Competition, winning and losing

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Lesson 13: Competition, winning and losing

Archie's story - "Prisha, why did you do that?"

Key social and emotional principles (learning intention)

This lesson analyses the facts about competition; the inevitability of winning, losing or tying. The students are introduced to helpful language patterns and gestures that will help them win, lose or tie with style. Most importantly, it highlights the best way to win is to enjoy the game and keep friendship as high priority. When these are the leading goals winning and losing games and sport take on a deeper and richer meaning.

Lesson 13 is not in the book. Its contents, and all additional resources, can be accessed online through paid registration.

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A preview of the online resources is available by clicking here

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Lesson 14: charity; acts of kindness

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Lesson 14: charity; acts of kindness

Archie's story - "More than meat pies"

Key social and emotional principles (learning intention)

This lesson brings some of the broad concepts around charity into focus. It explores the changeable appearances of charity. Must charity be organised, or do small individual, random acts of kindness count? Should charity be conditional? Should one style of charity have a stronger value than another? And, how might one respond after receiving a kind or charitable gesture? The lesson also considers that a kinder world can only emerge when each of us becomes more charitable towards family, friends, acquaintances, and especially towards those we feel challenged by.

Lesson 14 is not in the book. Its contents, and all additional resources, can be accessed online through paid registration.

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A preview of the online resources is available by clicking here

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Lesson 15: perseverance

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Lesson 15: perseverance

Archie's story - "Who said life was meant to be easy?"

Key social and emotional principles (learning intention)

The intention of this lesson is to help students understand the depth and value of perseverance. To re-frame their thinking to build 'grittiness' into their lives; in learning, at school, in sport, with family and even into maintaining friendships. A determined person identifies a goal or a challenge, sets one or two mini-goals to get there, remains focused, seeks the support of others and works to regulate their thoughts and feelings to achieve that goal.

Lesson 15 is not in the book. Its contents, and all additional resources, can be accessed online through paid registration.

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A preview of the online resources is available by clicking here

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Lesson 16: Self-identity

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Lesson 16: Self-identity

Archie's story - "Who am I?"

Key social and emotional principles (learning intention)

The intention of this lesson is to sensitively guide young people to explore their self-identity. This refers to the universal understanding a person has of themselves; 'Who am I?' 'What's most important to me, and why?' 'What makes me, me?' 'How do I need to express myself' and 'How do I want to live my life?' One's self-identity, is an ever-changing series of self-assessments about personality, style, sexual identity, physical characteristics, knowledge, skills, interests, spirituality, friendships, self-awareness and more. It is linked to our comprehensive relationship with the world. As we slowly come to grips with this link, we are better able to create who we want to be.

Lesson 16 is not in the book. Its contents, and all additional resources, can be accessed online through paid registration.

Click here to register

A preview of the online resources is available by clicking here