Building Self-Esteem and Body Confidence Learning Objective: To explore ways we can build our self-esteem and body confidence. I can recognise the effects of low self-esteem and body confidence. I can develop strategies for building body confidence and self-esteem. I can create my own confidence booster tokens.

Impact of low body-confidence You are going to mind map the impact of having low body confidence. Half of the class are going to mind map what activities could low body confidence prevent someone from doing. The other half of the class are going to mind map the emotions and feelings low body confidence could lead to. What activities could low body confidence prevent you from doing? What emotions and feelings could low body confidence lead to? Groups need to mind map ideas in their books. Then give each group one or two post it notes to write one or two ideas on. Get students to stick their ideas on the PPT slide next to the relevant mind map. If there are any similar or duplicate ideas, ask students to stick them next to each other to create a category. When all of the ideas are stuck on the board pick out a few and discuss them with the class. Questions you could ask: Which of these activities or feelings do you think is most common? Why? Which activity or feeling do you think has the most negative impact in the long term? Why? Do you think that low body confidence is a serious issue? What do you think the impact of low body confidence is in the long term? Prompts Activities could include: Putting your hand up in class Public speaking Meeting new people Enjoying sports Emotions could include: Self-doubt Anxiety in social situations Low self-worth Low motivation to participate at school

Building Self-Esteem and Body Confidence Learning Objective: To explore ways we can build our self-esteem and body confidence. I can recognise the effects of low self-esteem and body confidence. I can develop strategies for building self-esteem. I can create my own confidence booster tokens.

Top Tips for Self-Esteem! We are going to explore two ways of helping to improve our own and others’ self-esteem. Recognising our positive qualities to improve our body image Changing compliments to improve our self-esteem

Draw a picture of yourself – it doesn’t have to be artistic! 1. Boosting Body Image Draw a picture of yourself – it doesn’t have to be artistic! 1. Make a list around your picture of all the things you like/love/appreciate about your appearance(e.g. curly hair, freckles) and/or your personality (e.g. funny, optimistic) 2. Next to each one now write down why you have chosen each thing. E.g. I like my optimism because it cheers people up. This exercise focuses on the effect of positive body image. Let students know that they do not have to share this with anyone if they don’t want to. Ask the students to draw a picture of themselves on their sheet of paper or in their notebooks. It doesn’t matter how realistic or artistic it is. 2. Next, they should make a list of all the things they like/love/appreciate about their appearance (e.g. curly hair, freckles, tiny hands, dark skin…) and/or personalities (e.g. funny, nerdy, optimistic...) The list should contain at least FIVE things but can be as long as they want. After 5-7 minutes, ask if anyone would like to share their list. Ask them to explain why they chose each thing (e.g. ‘I like my eye colour because it’s the same as my dad’s or my optimism cheers people up…) Ask, why do you think we did this exercise? Hands up, who thought it was unusual to think of things you like about yourself instead of worrying about the things you don’t like? Is there anything you feel grateful for after doing this exercise? (e.g. my health, friends…) What do you think you can take away from this exercise? 3. Reflect Why do you think we did this exercise? Was it unusual to focus on the things you like about yourself? Is there anything you feel grateful for after doing this exercise? What do you think you can take away from this exercise?

2. Changing Compliments Someone needs to volunteer – when I say something negative about myself they need to tell me how they would respond as if they would if a friend was saying it. When people say negative things about themselves such as ‘I hate my hair’, people often respond by saying ‘You’re hair is great’ or ‘I love your hair’. What do you think is the effect of this type of compliment be on a person’s self-esteem Does it make the person feel better in the long term? Would it be better to focus on something other than their appearance when giving a compliment? Changing Compliments: To introduce the activity, pick a volunteer from the class to stand facing you. Tell them you’re going to say something negative about yourself, and they should respond as they would if it was a friend saying it. Choose one of the following negative comments people typically say (or make up your own): I’m so ugly, I feel so fat today, I hate my hair. See what the student’s instinctive reaction would be to their friend making this comment. If they’re struggling, hint that people would typically react with the opposite of these adjectives: ‘you’re not fat, you’re thin’; ‘you’re not ugly; you’re beautiful’; ‘your hair is great’; etc.

Changing Compliments Each person is going to be given 1 piece of card. On one side you need to write down 1 negative thing you have said about yourself. On the other side of the card you need to write the numbers 1-6. Now swap your card with the person next to you. They need to write 3 positive compliments about that person that doesn’t focus on their appearance, e.g. you make me laugh or you’re great at maths. Focus on their skills, strengths, qualities or personality. Swap back your cards – how does this make you feel to receive a compliment that doesn’t focus on your appearance? Now stand up and find at least 3 more people to swap your compliment card with. They need to fill up the last three spaces on your compliment card. Next, ask students to work in pairs and give them one piece of paper/card and a pen per person. On one side of the paper, students should individually write a negative statement that they have said about their appearance in the past. They should then swap their piece of paper with their partner’s, and on the other side they should write a positive statement about their partner which does not focus on their appearance. This could be anything from ‘you make me laugh’ to ‘you’re great at maths’. They should make sure they leave enough space on the paper for at least 3 of these statements. Partners should then swap back their paper and see what has been written. Ask for a couple of volunteers to present their compliments, and then ask how it makes them feel to receive a compliment that doesn’t focus on appearance. Next, all of the class should stand up and find at least 3 people to swap their compliment cards with. Ask them to counter each person’s negative statement by writing a compliment which focuses on that person’s skills, strengths, qualities or personality. Once students have completed this task, ask them to review by raising their hand if they feel this activity boosted their self-esteem. What was the effect of focusing on a person’s personality instead of their appearance? Do students think they’ll change the way they give compliments to their friends in the future.

Before we move on… Remember: Focus on the things that make you feel good about yourself Value yourself, your appearance and personality Avoid negative self-talk and criticising yourself Nobody is perfect so you don’t have to be! Use compliments in a positive way to boost the self-esteem of others Complement others skills, qualities and strengths instead of appearance Be aware that the things you say have an impact on others

Building Self-Esteem and Body Confidence Learning Objective: To explore ways we can build our self-esteem and body confidence. I can recognise the effects of low self-esteem and body confidence. I can develop strategies for building self-esteem. I can create my own confidence booster tokens.

Reflections We have now completed 3 lessons on self-esteem so it’s time for you to reflect on what you have learned! In your books finish the following sentences: After these lessons I, I feel… I noticed... What surprised me was… From today onwards, I’m going to… My new motto is… During this activity the students are going to reflect on every they have learnt or discovered during this session. You might like to take some suggestions before all students start writing.

Confidence Booster Tokens You are now going to create a self-confidence booster to take home. You could make: Phone sticker Wristband Bookmark Key chain You need to decorate your token with a sentence, phrase or drawing that will give you or someone else confidence when you are feeling down or suffering from low self-esteem. Think about what we have learned over the last three lessons and want to remember or think about things you like about yourself. In the last part of the lesson they will be creating self-confidence boosters to take home. Let them know what creative options they can choose from to create their confidence booster (phone sticker, wristbands, bookmarks, key chains). Ask students to choose one or more of the given options and decorate it with a sentence, word, phrase or drawing which will give them confidence when they are feeling down or suffering from low self-esteem. Ask them to think of today’s session and write something positive they have learned which they want to remember e.g. positive affirmations – for instance, things they like about themselves or things they’re good at.

Building Self-Esteem and Body Confidence Learning Objective: To explore ways we can build our self-esteem and body confidence. I can recognise the effects of low self-esteem and body confidence. I can develop strategies for building self-esteem. I can create my own confidence booster tokens.