Trails - Sample Unit

SAMPLE UNIT

Unit 5: Dealing With Fear and Worry/Self Help

Unit Rationale
Fear and worry are natural parts of early childhood. They develop out of normal insecurities, uncertainties, pressures and competition that children face. Fear is very real for them, but can be difficult to understand for adults because of their subjective, intangible, and sometimes unlikely nature. Adults can help children to face and manage their fears through literary and creative confrontations. Tension and pressures can result from expectations, recreation, parents, school, or over-stimulating media (violent television or video games). With all of the sources of potential stress and fear in a child's life, it is important that these fears are taken seriously, confronted and expressed. Children can learn coping skills to provide personal security and reduce tension. Teaching children how to handle stress and fears in positive ways strengthens their confidence, self-esteem and life long skills.

This unit will help the children to identify and harness the fears and worries that they face. Coping strategies will be introduced and practiced. Art and literary activities will allow the children alternative ways in which to express their worries. Relaxation techniques will also be practiced in order to show the children how they can release tension. It is very important that the children do not feel as if they are being ridiculed because of their fears and worries, as that would only increase their insecurities. They need to learn to deal with fear and worry, not avoid them.

Goals and Objectives

Goals:
Through guided inquiry, children will identify their fears and worries, and learn coping skills to reduce tension and provide personal security. Through literary and creative methods, children will gain confidence and self control in dealing with fear and worry.

Objectives:
The children will

graphically represent a fear or worry and explain what it feels like to "discard" that feeling.
gain control over at least one imaginary fear by making it tangible and using humor to de-emphasize its influence.
brainstorm at least one worry, and ways to manage it.
practice three forms of body movements as methods to relieve worry and fear.

I. Accessing Prior Knowledge

Discuss the terms "fear" and "worry" in words that the children will understand. Allow them to tell you what they think about those feelings. Address physical characteristics of the feelings. For example, fear makes you feel hot, or worry makes it feel like there are butterflies in your tummy.
Have the children give some examples of what they are afraid of or things that they worry about. Help them label their fears and worries appropriately. For example, they may worry about parents arguing or have a fear of the dark, but it is not a real worry that the ice cream may melt before you eat it.
Talk to them about how those two feelings can be uncomfortable, but that they are natural and everyone feels them sometimes. It is okay to be scared of some things. Talk to them about how there are ways that fear and worry can be dealt with.

II. Story Introduction

"As we have seen, Garret is a very special groundhog. There are no other critters just like him. There are no other people just like you, either! Let's talk about some of the things that we have learned with Garret. What have you learned about how to deal with your feelings? Tell me about how you use your strengths when you are angry or sad?"

"Now we're going to visit Garret again. The name of the story is 'Garret Scares Himself'. What do you think happens in this story?" (prediction)

III. Read Story 5

"Garret Scares Himself!"
Tab page 9 for choice alternatives.

IV. Reflections on Story 5

Suggested discussion questions:

"What did Garret and Brittany do that made them scared? Do you think that was a good idea?"
"Why didn't Garret want to talk to Brittany about being scared? What happened when Garret refused to talk about his fears? Do you think that you would be able to talk to someone if you were scared or worried about something?"
"Tell me some other ways that Garret or you could deal with fears. What do you think would work for you?"
Reinforce how everyone feels fear and worry, even adults. It is normal to worry about things, but we do have control over our feelings.

V. Suggested Reading

Berenstain, Stan, & Berenstain, Jan. The Berenstain Bears and the Bad Dream. New York: Random House, 1988.

VI. Applications

When children appear worried or anxious, it can help the children to adopt the habit of calming down or "taking a deep breath". Approach him or her calmly and, before asking what the matter is, tell him or her to take a deep breath.
Integrate relaxation during the day by using a relaxation technique right after recess or gym when the children are excited. When play time is over, gather all of the children into a circle and have them close their eyes. Tell them to picture calming things and think of relaxing their bodies.

Developmental Asset Category

Positive Identity - Youth need a strong sense of their own power, purpose, worth, and promise.

#37 Personal Power - Young person feels he or she has control over "things that happen to me".

Resiliency:

Helping children identify the physical and behavioral signs of stress is critical for teaching them how to cope with stressors. Children as young as three can learn to recognize the signs of stress. Providing children with a method for handling stress, and the expectation that they can do so successfully, contribute to children's feelings of self-efficacy, to their repertoire of coping skills, and to their ability o be self-reliant and pro-active problem solvers, All of these factors enhance resilience and self-esteem (Joseph, 1994).

Sample Activity

Teacher Assessment

K-lst Grade Activity: "Bravery Crowns"

Assessment

Have the children stand together and wear their crowns. Have them think about one way they can deal with their fear or worry. Have each child complete the sentence "When I am scared or worried, I can ..." Record on Teacher Assessment Chart if child met the objective.

Remind children that dealing with their fears and worries is a strength!

Materials:

Worksheet 2
Crayons or markers
Stapler
Yarn or streamers

Objective:
The children will reflect on different ways to deal with fears and worries, and create a representation of strength. Through this representation, the children will connect strength with the courage to cope with their feelings.

Instructions:

Talk about how everyone has fears and worries at times, and how there are things that can be done to regain feeling safe and happy. It takes strength to deal with their worries. Have the children talk about their fears and worries and things they can do to help them when they have those "butterflies in their tummies".
Write their ideas on the board or flipchart. Remind them Closure that humor is one way to deal with fear and worry, as well as to separate themselves from their emotion. Finding a safe place, writing in a journal, and talking with someone are other ideas. Ask them to think about the ways in which they dealt with anger, such as relaxation and breathing. Have them explore these techniques as ways to help them reduce fear and worry.
Give each child Worksheet 2, in order to make Bravery Crowns.
Have children color and decorate the crown parts.
Cut the two sections out and attach one side of the back to the front part. Teachers should help the students staple the other side to the front part of the crown according to their head size. Attach the yarn and streamers to the top of the crown so they hang from the back.

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