Mind, Body, and Spirit Retreats For Young People  2008 E. Fulham, St. Paul Catholic School, DOSP

Opening Prayer Lord, help us to listen with open minds and hearts as we begin our Mind, Body, and Spirit Retreat Day. Help us to understand that no one has the perfect family or friends, and that all families and friends deal with some kind of conflict. Guide us, Lord, to learn the skills to communicate well with our family members and friends, solve conflicts, and practice forgiveness. Amen.  2008 E. Fulham, St. Paul Catholic School, DOSP

Day One Theme: Conflict Resolution Standards and Benchmarks Covered in Day One Safe Environment - Early Adolescence: Strand 1: Cognitive Development, Standard 1: The youth understands concepts that develop at an age appropriate level. Benchmark b: The youth understands the difference between safe relationships and harmful relationships. Benchmark c: The youth understands the basic elements of emotional grooming and develops skills that will help to examine motives. Benchmark h: The youth understands that good Health choices demonstrate respect for God’s gift of life. Strand 3: Behavioral Development Standard 1: The youth develops appropriate behaviors, Benchmark a: The youth demonstrates proper respect for the body and practice of maintaining healthy boundaries. Benchmark d: The youth develops the skills to maintain healthy relationships Benchmark f: The youth demonstrates ways to report to trusted adults about uncomfortable situations until believed. Benchmark j: The youth understands that there should be no secrets, and recognizes the importance of letting trusted adults know about uncomfortable situations or relationships with others until believed. McGraw-Hill Benziger Family Life Grade 7, Lesson 1: Family Relationships Grade 8, Lesson 1: Homegrown Happiness Diocese of St. Petersburg Health Eucation Curriculum Benchmark H: B.3.2.4. The student knows the skills needed to be a responsible friend and family member. Benchmark H: B.3.3.2. The student knows effective verbal and non-verbal communication skills. Benchmark H: B.3.3.3. The student knows skills for building and maintaining positive interpersonal relationships. Benchmark H: B.3.3.5. The student demonstrates attentive communication skills Benchmark H: A.1.3.4. The student knows how physical, mental, emotional, and social health interrelate during adolescence Benchmark H: B 1.3.1. The student knows strategies for managing stress. Benchmark H: B 1.3.3. The students knows strategies for improving and maintaining personal and family health. Benchmark H: B.3.3.9. The student knows that laughter, play, exercise, sleep, and prayer, are all important to maintain a healthy body. Benchmark H: A. 1.3.14 The student knows that he/she is to use their body for the glory of God which involves maintaining a sound mind, body, and soul, as well as a healthy spirit. Benchmark H..A.1.3.14a. Students can list the passages in the Bible that relate to maintaining a healthy mind, body, and spirit. Benchmark H: B.3.3.5.a. Can demonstrate both good and poor attentive communication skills and explain how it feels to be on the receiving end of the conversation. Communication Skills I-Statements Active Listening Conflict Resolution Forgiveness Problem Solving Recognizing and Reporting Unhealthy Relationships Group Activity: Role Play I- Statements and Active Listening Physical Activity: Balloon Juggle and Hula Hoop Relay Life Skill: Problem Solving  2008 E. Fulham, St. Paul Catholic School, DOSP

Communication People communicate in a variety of ways Talking Listening Actions Body Language Voice Expression Silence E-mail Writing notes or letters  2008 E. Fulham, St. Paul Catholic School, DOSP

Partner Activity – Role Play Non-Verbal Communication Skills Divide into groups of two. Role play effective and ineffective use of non-verbal communication skills.  2008 E. Fulham, St. Paul Catholic School, DOSP

Talking Talking is a very important part of communication. Expressing feelings is not always easy. Talking openly and respectfully about feelings can strengthen relationships. Using I-statements can help to clearly communicate feelings without placing blame on someone else.  2008 E. Fulham, St. Paul Catholic School, DOSP

I-Statements “I was looking forward to working with you on the science project. I felt angry when you decided to choose a different partner. I would have felt better if you spoke with me about it first.” “I felt relieved when you explained why you were late last night.” “I felt hurt when you asked me not to sit with you at lunch yesterday because I thought you liked having lunch with me.”  2008 E. Fulham, St. Paul Catholic School, DOSP

Active Listening “So you are saying that you feel frustrated with how Carly is treating you during recess.” “I hear you saying that you really don’t want your family to move.” “I can tell you feel really relieved that you sunk those free throws to tie the game.” “Yes, I can see that you are very excited about your family vacation!”  2008 E. Fulham, St. Paul Catholic School, DOSP

Partner Activity – Role play Practice Using I-Statements and Active Listening Divide into groups of two. One person practices using I-statements. The other person practices active listening. Select one of the topics below to discuss, or create one of your own: My best friend doesn’t call or text me anymore. I’m grounded because of my grades. My family is moving. I am nervous about trying out for the team. I am excited about my upcoming birthday party. Groups may be asked to role play their conversations in front of the class or to demonstrate poor communication skills. All students should have a chance to switch roles.  2008 E. Fulham, St. Paul Catholic School, DOSP

Dealing With Conflict is a Normal Part of Life Conflicts happen within families and friendships. All families have some kind of conflict. Conflict between friends is normal. Good communication helps families and friends deal with conflict. Family Life  2008 E. Fulham, St. Paul Catholic School, DOSP

Conflict Do the people in these pictures seems to be practicing good communication skills?  2008 E. Fulham, St. Paul Catholic School, DOSP

Conflict Styles How Do You Handle Conflict? Problem-Solving - Working to find a solution to conflict Avoidance - Staying away from conflict Confrontation – Aggressively approaching conflict  2008 E. Fulham, St. Paul Catholic School, DOSP 12

Benefits of Conflict Conflict is Not All Bad Conflicts Can… Improve Relationships Bring feelings of relief Provide opportunities to learn from mistakes Provide opportunities to apologize and start over  2008 E. Fulham, St. Paul Catholic School, DOSP

Violence Violence can be expressed through use of language, threats, and physical harm. Violence is extremely harmful to relationships. No form of violence should ever be used to solve relationship conflict.  2008 E. Fulham, St. Paul Catholic School, DOSP

Group Discussion 1. What messages do we get from the media regarding violence and nonviolence? Which type of message predominates in the news, advertising, sitcoms and dramas? 2. Identify different role models of today and discuss the ways that their examples promote violence or nonviolence. http://www.usccb.org/sdwp/projects/violence/schools.shtml

Group Discussion Jesus, Our Role Model What kind of conflict did Jesus have in his life? How did Jesus deal with conflict? Are there times that we know Jesus prayed to his father in Heaven? How can Jesus’ approach to dealing with conflict help us in our lives? What can we learn from Jesus about forgiveness?  2008 E. Fulham, St. Paul Catholic School, DOSP

Forgiveness Luke 6:29 “If someone strikes you on one cheek, turn to him the other also. “ 17  2008 E. Fulham, St. Paul Catholic School, DOSP

Problem Solving Learning to problem solve EMPOWERS YOU and FOSTERS INDEPENDENCE.  2008 E. Fulham, St. Paul Catholic School, DOSP

Groomers A groomer is someone who is, over time, trying to get you to do something that is not good for you. A groomer will often develop a friendship with his/her “target” to gain that person’s trust. A groomer is usually not who he or she appears to be. A groomer can be young or old, male or female, black or white, a stranger, relative, or someone you know.  2008 E. Fulham, St. Paul Catholic School, DOSP

Groomers Can Be Very Deceptive They May… Appear to be very nice or important people. Try to fool you with a pretend friendship. Start to control you, perhaps with fear, threats, or promises. Expect you to keep secrets. Wait a long time to get what they want. Use you to get what they ultimately want.  2008 E. Fulham, St. Paul Catholic School, DOSP