<p>This activity can be usual in helping individuals understand what they can and cannot control in their life and help them understand this is okay.</p> <p>This resource is to help individuals put into perspective what they can and can’t control and learning that it is okay to not be in control over certain things. The activity consists of the individual choosing their cut-out superhero and colouring them in. They will then use the circle of what I can control and what I can’t control, they will put their superhero in the middle of what they can control and write out examples of what they control. Then on the outside of the circle they will write out examples of what they can’t control and discuss why this may be. The superhero can be removed from the activity depending on the age of the individual , instead the superhero could be the individuals mascot. This resource provides a template of the activity, an example of what the I can and can’t control circle would look like once completed and an example of a plain circle of control.</p>

<p>These resources can be used for individuals suffering with their Mental Health, specifically individuals who struggle with their self-esteem.</p> <p>The first resource provided to help individuals with their self-esteem is all about “Looking on the Bright Side”. This activity will help the individuals look on the brighter side in turn increasing their self-esteem. The activity will explore how it may be hard to stay positive and look on the brighter side, while also asking the individuals why they think it might be hard to stay positive. They will then be asked to use the cut-out sun provided for them, in the middle they can write “How (insert name) can look on the brighter side” and in the rays of the sun they can give as many examples they want that can help them stay positive when they are feeling down. The examples that they write down can then be explored and perhaps be put into action to help increase their self-esteem and positivity. The resource provides a template of the activity and an example of of what the completed sun will look like with the examples of looking on the brighter side.</p> <p>The second resource is all about building a Self-Esteem Wall. This activity is to help individuals build up their self-esteem by answering positive messages about themselves and their week. The activity will consist of the patient using the positive statements, writing underneath an answer to the statements and then placing them on a block which in turn will help create a strong self-esteem wall. The resource provides a template of the activity, the positive statements that can be cut-out and stuck on a set of Jenga blocks that can help create a physical self-esteem wall and an example of what the individuals could write under the statements.</p> <p>The third resource is creating a Coat of Arms, this activity helps the individuals increase their self-esteem by exploring positive qualities about themselves and giving examples of how they demonstrate these qualities. The activity consists of the individual being given their own coat of arms which they can colour in and make it unique to their personality. Then in each section, we would like the individual to write a trait that they like about themselves, for example, friendly or caring and then give some examples of how they portray the trait. With them giving examples it increases their self-esteem as they will understand that they have many positive qualities. The resource provides a template of the activity, an example of how the Coat of Arms would be used and a plain coat of arms that can be used.</p> <p>The final resource is exploring Core Beliefs.</p>

<p>These resources can help individuals create and reach their goals to help increase their motivation in aspects of their life, eg- studying for exams.</p> <p>The first resource is all about Creating Goals, this activity will help the individual understand how it can be important to create goals to help them look forward to the future. The activity will consist of the individual giving four reasons on why they think creating goals are important to them. They will then write themselves a couple goals as their present self for themselves 6 months down the line, they will then think of ways they can help reach these goals between now and 6 month’s time. The resource will provide the activity worksheet.</p> <p>The second resource is about Breaking Down Goals, this activity will help the individual understand how sometimes it is best to break down a goal to make it more manageable. We can give the example of the earth having many different layers to make it complete. The individual will be asked to use the examples of some goals and then using a template of the earths structure how they would break down the goal into different layers. This resource will provide the template of what the activity will consists of and the template of the earths structure that can be printed out and used in the session.</p> <p>The final resource is about Reaching Goals, this activity will help the individual understand what their goals are, why they might not be able to reach them and what they can actually do to get over those obstacles. The activity will explore how it can sometimes be stressful when we want to reach our goals and if there are any ways that we can help reduce this stress. The individual will then be asked to use the rocket (which is them) they can colour it in to make it unique to them, then the stars are their goals which are out of reach due to a meteor shower (which are their obstacles which they will state). The patients will then give examples of what they can do to overcomes those obstacles to eventful reach their goals. This resource will provide a template of the activity, an example of how the rocket, stars and meteor shower will work in the activity and examples of the rocket, stars and meteor shower that can be cut out.</p>

<p>These resources explore how we can break down a problem to it’s core issues and how we can create multiple solutions to reduce the problem.</p> <p>The first resource explores how to break down a problem. This activity is to help individuals understand that is normal to have problems and its normal to not know where they came from. This activity firstly consists of a discussion of what the individuals think a problem is and what they think the term problem solving is (the definitions are displayed on the activity sheet). Now that the individuals have discussed these terms, we then explain that before they begin to try and solve a problem we must think back to where the problem stems from, therefore the root of the problem will help us create a solution. Therefore, the following activity consists of the individuals being given multiple problem based scenarios and then they will try to match the correct order of what the facing problem is down to the underlining issue that first started the problem and discuss how and why they think the problem has escalated. This activity allows the individuals an insight into how problems can be broken down to the main issue and to discuss any of their own problems they wish to break down in the activity. This resource provides the template of the activity which will give a description of what the activity is about, the order in which each of the problems based situations go in and cut outs of the situations that can be printed off and displayed in the group to work together to put them in the right order.</p> <p>The second resource is about making solutions for the problem. This activity is to help individuals create multiple solutions for their problems and discuss the strengths and weakness of why this solution may reduce the problem. Firstly, the activity will discuss how creating multiple solutions can be the best way to solve a problem as when the first solution does not work it is always handy to have other solutions as a backup. They will then be given the problem based scenarios spoken about in the Breaking Down of a Problem activity or they can come up with a problem they have been dealing with, and with the coloured jigsaws provided they will write in them solutions of the problem and discuss the strengths and weakness of each solution and why it may help reduce the problem. This resource provides a template of the activity which will give a description of what the activity is about, an example of how the puzzle would be used to create multiple solutions for a problem and cut outs of the example of problems that can be used (from the breakdown of problems sessions) and cut outs of different coloured jigsaw puzzles.</p>

<p>These easy to do resources will help individuals understand their emotions, themselves and help organise their mind and week with to-do lists and planning.</p> <p>The first resource is all about how they are feeling today. Individuals will be asked to look at the faces of emotions around the resource and circle which ones they feel the most like today. They will then be asked to describe why they feel like this and how they can keep feeling this emotion (if a positive one) or how they could stop feeling like this (if a negative one). This simple activity can help individuals understand their emotions and why they may be feeling like this today and what may have contributed to them feeling like this and what could change.</p> <p>The second resource is focusing on how they are feeling this week. This resource targets individuals who may get overwhelmed with all the things they may have to do therefore the resource provides a to-do-list were they can write down what they need to do and then tick it off once completed. There is also a breakdown of the week which they can use to write down everything they have on throughout the week so they don’t get overwhelmed and visualise what they have to do. Also, they can write down all the good foods that they should be eating throughout the week in the good apple and they can write down in the bad apple all the foods they perhaps shouldn’t be having.</p> <p>The final resource is titled Who Am I? This is a fun activity for individuals to use the cut-out of the body and draw what they look like. Around the cut-out body are four little titles that the individuals can write facts about themselves. This includes, describing their appearance hobbies, what they enjoy and something people don’t know about them.</p>

<p>This resource helps to explore the individuals self-harm and different aspects of their self-harm and helping them understand why they self-harm.</p> <p>This activity is for individuals who are struggling with their self-harm and allows them to explore deeper into the feelings and emotions that are associated when they self-harm. The activity consists of the individual giving five reasons (in the shape of a hand) for why they self-harm, how do they feel afterwards and what can they do to stop the urge. The individual does not need to give all five reasons if they feel they can’t, however they should be encouraged to write down at least one or two points on the hand. They can then explore each point and why they may feel like this and what they can do in the future. The GIVE ME FIVE hands can then be laminated and perhaps made into a daisy chain for the individual to take home. This resource provides a template of the activity, templates of the different GIVE ME FIVE hands and an example of what the GIVE ME FIVE hand will look once completed.</p>

<p>This resource includes three activities that can be used to help an individual learn how to get along with others in different aspects of life. These resources are targeted towards individuals who find it difficult to create boundaries within their life and it can be used to help them control aspects of their life that they find challenging.</p> <p>The first resource if all about Healthy Boundaries, this activity will help the individual understand why it can be important to create healthy boundaries and the benefits that it provides. Firstly, the activity will start off with a discussion about ways the individual can create healthy boundaries, once we have written them down, there are some examples on the activity sheet that also can be spoken about if they haven’t already. Secondly, we will discuss with the individual some common myths that prevent us from getting on with others, we will go through these myths and discuss if these thoughts have ever gone through our minds and what we can do to prevent that. Finally, we will explore the acronym FAST and how this can help create healthy boundaries. We will go through the questions and discuss why this is important when getting on with others. This resource includes the template of the activity giving a description of what the activity will entail and multiple cut-outs of the car explaining FAST.</p> <p>The second resource is about Social Media Boundaries, this activity will help individual explore boundaries of social media and why it is good to have boundaries on social media. Firstly, we will discuss how social media can become a negative environment- there are examples on the activity sheet that can also be discussed. Also, we can discuss ways to help create boundaries on social media that can help us get along with others- there are examples on the activity sheet that can also be discussed. Finally, individuals can use the templates to create their own social media template on card where they can write down their own ways they can set boundaries on social media that will help them get on with others. The resource includes the template of the activity and examples of the social media templates.</p> <p>The final resource is about Setting Boundaries,</p>

<p>These activities will help individuals cope with negative or unwanted voices that they experience and help with ways to reduce and control the voices.</p> <p>The first resource is weekly scales that can be given to the individual on the start of their sessions. The scales will ask the individual to rate how their voices have been this week, to circle what words they feel match how their voices make them feel, they will be asked to rate how intense their feelings are due to the voices, they will be asked to rate how impulsive the voices make them feel and write down the actions they think they would do if they felt impulsive due to the voices. By doing these weekly scales it can help the individual see if they are progressing throughout the weeks and see when they have bad weeks and figure out why it is their voices have been particularly bad that week, for example, feeling stressed.<br /> The second resource is all about understanding what the voices say and look like. This activity will help the individual learn how to cope with the voices in their head by understanding what the voices are saying and how our body and mind reacts to them. The activity will ask individuals to use the cut out of a body and draw how their body reacts to what their voices say to them. For example, if their hands shake or if their heart races. They will then be asked to use the cut-outs of the heads to draw what their voices would look like as a face, for example, would they be a sad or angry face? Finally, with the cut-outs of word bubbles they will be asked to write statements that their voices might say to them, for example, telling them to do something they don’t want to.<br /> The third resource is allows the individuals to write a letter to help them learn how to tackle their voices and help them explore why they don’t like what their voices and how the voices make them feel.<br /> The forth resource is exploring their impulsivity and learning how to control their implusive actions. The resource gives the example of our impulsivity and angry with put voices being like an erupting volcano, the individuals are then asked to use the cut-outs of an erupting volcano to write down the stages of how the voices make them get more and more angry and how they develop implusive actions. Now that they have the stages of how they get implusive, the individuals will be asked to use the cut-outs of the rain drops to then give examples of how they can tackle these impulsive actions that the voices cause.<br /> The final resource explores creating distractions, the individuals will first be asked to write down examples of what they think might be good distraction techniques to help reduce the impact of their voices. With these personalized examples they will then be asked to make their own distraction kit where they can place in a box all the things that help reduce their voices. For example, a play list of the songs they like, puzzle books etc.</p>