Family Therapy

HANDOUTS
& WORKSHEETS
11 SESSION
DVD PROGRAM
AGES 7–17
©2011 KAROL L. KUMPFER,

PH.D., AND JAYNIE BROWN
STRENGTHENING FAMILIES PROGRAM, AGES 7–17 TABLE OF CONTENTS
Table of Contents
Strengthening Families Program Handouts
INTRODUCTION LESSON 3
Intro-1 The Happy Family—Healthy Brain Connection 3-1 The Five Rs for a Happy Home
Intro-2 Essential Skills 3-2 Our Family Rules!
Intro-3 Keeping Your Family Safe and Happy 3-3 Family-Friendly Rules, Tracking Sheet—Teen
Intro-4 Family Conversation Jar 3-4 Family-Friendly Rules, Tracking Sheet—Child
Intro-5 Planning for Family Dinners 3-5 Track and Reward for Good Behavior
Intro-6 My Time 3-6 Making Rewards Rewarding
Intro-7 Stomping the ANTs 3-7 Reward Jar
Intro-8 Understanding Brain Development 3-8 Family Responsibilities and Chores
Intro-9 How to Have a Healthy Brain 3-9 Chore Chart
Intro-10 Four Family Fun 3-10 What Chores Can Young Kids Do?
Intro-11 Mindfulness, Part 1 3-11 Stress-Busting Routines
Intro-12 Mindfulness, Part 2 3-12 Happy Family Rituals
Intro-13 Mindfulness, Part 3 3-13 Track and Reward for Good Behavior—Bee Good Chart
Intro-14 Mindfulness, Part 4 3-14 Track and Reward for Good Behavior—High-5s
3-15 Track and Reward for Good Behavior—Brain Gain Chart
LESSON 1 3-16 Track and Reward for Good Behavior—Earning Your Stripes
1-1 Look for and Compliment the Good Daily 3-17 Rewards Spinner
1-2 Look for and Compliment the Good, Tracking Sheet—Adult 3-18 Lesson 3 Pro-Social Skills for a Successful Life
1-3 Look for and Compliment the Good, Tracking Sheet—Child
1-4 Look for and Compliment the Good, Tracking Sheet—Teen
1-5 The Power of Praising and Ignoring LESSON 4
1-6 40 Phrases That Praise 4-1 Limits and Consequences
1-7 Three Easy Instant Stress-Busters 4-2 Positive Discipline
1-8 What Makes Our Family Strong—Our Family Tree 4-3 Choosing Effective Negative Consequences
1-9 What Makes Our Family Strong—Family Tree Leaves 4-4 Chore Jar
1-10 What Makes Our Family Strong—Personal and Family Strengths 4-5 Calm Consequences Reduce Conflict, Tracking Sheet—Adult
1-11 Lesson 1 Pro-Social Skills for a Successful Life 4-6 I Stayed Calm! Tracking Sheet—Teen
4-7 I Stayed Calm! Tracking Sheet—Child
LESSON 2 4-8 Lesson 4 Pro-Social Skills for a Successful Life
2-1 Communicate with Love and Understanding 4-9 Skills for Successful Parenting—Handling Stressful Situations
2-2 Three Easy Communication Skills, Tracking Sheet—Adult 4-10 Skills for Successful Parenting—Correcting Behavior
2-3 Three Easy Communication Skills, Tracking Sheet—Teen 4-11 Track and Reward for Positive Practice—Brain Gain Chart
2-4 Three Easy Communication Skills, Tracking Sheet—Child 4-12 Track and Reward Positive Practice—High-5s
2-5 The Listening Stick 4-13 Track and Reward for Positive Practice—Bee Good Chart
2-6 Being Assertive Pays Off
2-7 Banishing Communication Boulders—The Dirty Dozen LESSON 5
2-8 Banishing Communication Boulders—Family Agreement 5-1 Problem Solving and Negotiation Skills
2-9 Banishing Communication Boulders Game 5-2 Problem Solving Worksheet
2-10 Family Meeting Agenda and Rules 5-3 Win-Win Negotiation Worksheet
2-11 Apologies 5-4 Pre-Problem Solving Steps
2-12 Forgiveness 5-5 Pre-Problem Solving Worksheet
2-13 Tips for Talking with Teens 5-6 The 5 Cs to Stay Smart and Safe
2-14 Safe and Cool Conversations 5-7 Lesson 5 Pro-Social Skills for a Successful Life
2-15 The Problem Pass
2-16 Lesson 2 Pro-Social Skills for a Successful Life
STRENGTHENING FAMILIES PROGRAM, AGES 7–17 TABLE OF CONTENTS
Table of Contents
Strengthening Families Program Handouts
LESSON 6 LESSON 8
6-1 Stress and Anger Management Skills 8-1 No Alcohol, Tobacco or Other Drugs (A.T.O.D.)
6-2 Managing Stress—Causes, Symptoms, Reducers 8-2 Keeping Kids Alcohol- and Drug-Free
6-3 Managing Stress—Relaxation Techniques 8-3 Alcohol Harms a Teen’s Developing Brain
6-4 Managing Stress—Stress Test 8-4 Marijuana Harms Brain Development
6-5 Calm Anger by Rethinking Your “Stories” 8-5 I Can Have a Healthy, Powerful Brain
6-6 Tracking and Taming the Anger Monster—Five Simple Steps 8-6 Family Protective Strategies
6-7 Tracking and Taming the Anger Monster—Applying the Steps 8-7 The 5 Cs to Stay Smart and Safe
6-8 Tracking and Taming the Anger Monster—Worksheet for Kids 8-8 Family Freedom Pledge
6-9 Step Out of Anger—Instructions 8-9 Freedom Pledge to Never Drink and Drive
6-10 Step Out of Anger—Step One 8-10 Lesson 8 Pro-Social Skills for a Successful Life
6-11 Step Out of Anger—Step Two 8-11 The Risks of Prescription Drug Abuse
6-12 Step Out of Anger—Step Three
6-13 Step Out of Anger—Step Four LESSON 9
6-14 Step Out of Anger—Step Five 9-1 Choosing Good Friends and Monitoring Activities
6-15 Face Up to Your Feelings 9-2 The 5 Cs to Stay Smart and Safe
6-16 Family Agreement for Dealing with Conflict 9-3 Making and Becoming a Good Friend
6-17 Building Emotional Control 9-4 I Can Be a Good Friend
6-18 Lesson 6 Pro-Social Skills for a Successful Life, Part 1 9-5 Stop Bullying!
6-19 Lesson 6 Pro-Social Skills for a Successful Life, Part 2 9-6 Monitoring Kids’ Activities
6-20 Lesson 6 Pro-Social Skills for a Successful Life, Part 3 9-7 Assess Your Child’s Risk for A.T.O.D. use
9-8 Lesson 9 Pro-Social Skills for a Successful Life
LESSON 7
7-1 Goals and Contracts to Change Behavior LESSON 10
7-2 Helping Kids Change for the Better 10-1 Values, Traditions, and Service
7-3 Achieving My Goals and Dreams 10-2 Fun Family Traditions
7-4 Making S.M.A.R.T. Goals 10-3 I Can Contribute
7-5 My Goals 10-4 I Have Power to Do Good
7-6 Contract for Change 10-5 Shield Your Family by Sharing Your Values
7-7 Assessing Strengths and Skills 10-6 Keeping the Changes We’ve Made
7-8 Time Master—Achieving Your Goals 10-7 Lesson 10 Pro-Social Skills for a Successful Life
7-9 Tips for School Success 10-8 Talking with Your Kids about Sex
7-10 My Homework Routine
7-11 Budget and Tracking Sheet MARRIAGE AND RELATIONSHIP TIPS
7-12 Lesson 7 Pro-Social Skills for a Successful Life, Part 1 1 Creating Stable Families, Part 1
7-13 Lesson 7 Pro-Social Skills for a Successful Life, Part 2 2 Creating Stable Families, Part 2 (Foundation, romance wheel, fence)
7-14 Discover and Share Your Talents and Gifts 3 Creating Stable Families, Part 3 (House)
4 Couple’s Time: Questions to Reconnect
5 Making Happy Marriages, Part 1 (Skills and attitudes)
6 Making Happy Marriages, Part 2 (Plan for increasing love,
correcting errors)
7 Making Happy Marriages, Part 3 (Tips for dealing with
toxic behavior)
STRENGTHENING FAMILIES PROGRAM, AGES 7–17 INTRODUCTION SUMMARY POSTER
The Happy Family–

Healthy Brain Connection
FAMILY GOALS:
1. Stomp the ANTs and practice
positive self-talk. Believe in your
ability to create a strong, loving
family using these lessons.
2.Eat family dinner (or any meal)
together 3–5 times a week using a
Conversation Jar.
3. Have 10–15 minutes of one-on-one
time every day with each child using
the “My Time” concept. Allow the child to
choose the activity; praise as you play.
4. *Choose a set day and time for the
coming weeks to watch all ten DVD
lessons together and practice the skills
you’ve learned using pretend situations.
(For example, every Monday evening.)
FAMILY FUN:
Make a family Conversation Jar using the
l Stomp the ANTs (Automatic handout. While eating together, share
what you like about each other or nice
Negative Talk) and believe in your things you have done and discuss a topic
ability to create a strong, from the jar.
*Day & time we will watch:
loving family
l Eat family dinner (or any meal)
together 3–5 times a week POWER PHRASE:
“Daily playing one-on- one with each
l Spend 10–15 minutes of one-on-one child and eating pleasant family meals
together helps build strong and loving
play time with each child families.”
©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-1
STRENGTHENING FAMILIES PROGRAM, AGES 7–17 INTRODUCTION LESSON
Strengthening Families Program

Essential Skills
INTRODUCTION LESSON 1 LESSON 2 LESSON 3

 Do “My Time”—10 to 15
 L ook for the good; give  LUV-Listen (Listen,
 Make and obey family rules
minutes of one-on-one play compliments daily Understand, Validate)  Set up a rewards program to

time daily  Ignore minor annoying behavior;

 Use respectful “I-Messages” practice and learn new skills
 Use Mindfulness to squash ANTs
praise the positive opposite  Learn the difference between
 Teach responsibilities and

(Automatic Negative Thoughts)  Stop criticizing family

being assertive and being assign chores
 Eat healthy food and have

members offensive  Set up positive routines
family dinners  Use instant stress busters

 Banish communication boulders
LESSON 4 LESSON 5 LESSON 6 LESSON 7

 Use positive discipline to teach
 Use good problem-solving skills  Use effective ways to reduce
 Teach kids goal setting for
and reward behaviors you want  Use win-win negotiation stress success
 Give fair, mild, known-ahead  Track anger triggers, and  Make contracts for change
 Teach kids pre-problem solving
consequences consistently  Teach the 5 Cs refusal skills re-program your brain with  Give positive criticism;

 Express love afterwards Step Out of Anger technique deliver difficult feedback kindly
 Use deep, slow breathing to
and respectfully
trigger a relaxation response
LESSON 8 LESSON 9 LESSON 10

 Alcohol and drugs harm the
Help kids make good friends;
 Make family traditions and
developing teen brain and share “no alcohol or drugs” loving rituals
hijack the brain’s pleasure rule with their parents  Share family’s pro-social values
motivation system  Monitor all kids’ activities and
 Appreciate the benefits you get

 Use bonding, boundaries and emotional well-being; trust
from society; give service
monitoring skills to keep kids but verify  Be a positive agent for change
from alcohol and drugs  Help organize good healthy

fun for kids

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN
INTRO-2
Keeping Your Family Safe and Happy

Bonding, boundaries, and monitoring help keep kids safe and healthy
Below are bonding, boundaries, and monitoring strategies that help protect kids from alcohol, tobacco, drugs, and risky behavior. Put an “X” by the ones you
already do; circle the ones you’d like to work on. Make a plan and start out small. Add new ones as the old ones become a habit.
BONDING: Creating Warm, Loving Relationships
1. We tell our children we love them and make a point to look for and compliment the good in each family member. We avoid harsh criticism.
2. We spend 10-15 minutes of one-on-one “My Time” with each child almost every day.
3. We eat a meal together as a family at least three times a week, and make our time together pleasant.
4. We hold a weekly family meeting.
5. We spend time together as a family laughing and doing fun things.
6. We talk often to our children about their dreams and goals, ask if they are happy, and ask how we can be supportive.
7. We have positive family customs and traditions.
8. We try to go to school activities such as games and performances as a family.
BOUNDARIES: Setting Clear, Firm Rules
1. We have clear, firm family rules that are fair and consistently enforced.
2. We talk about our rules on no alcohol, tobacco, or drug use; if alcohol or drugs show up at a party, kids are to call us and come home.
3. We encourage and support school work; and we have set times for kids to do homework.
4. We divide household chores among family members.
5. We have rules (curfew) for each kid about what time to be home.
6. We encourage our kids to participate in activities that promote a positive sense of self.
7. We help our children develop skills in goal-setting, communication, decision-making, and conflict resolution.
MONITORING: Knowing where your kids are, who they are with, and what they are doing
1. We find out where our children are going, who they’ll be with, what they’ll be doing, and when they’ll be home before they leave.
2. We get to know our kids’ friends’ parents and share our rules about no alcohol, tobacco, or other drugs.
3. We see that our kids stay in an alcohol- and drug-free social environment.
4. We make sure our children don’t have access to our alcohol, tobacco, or prescription drugs.
5. We promote fun, positive alternative activities to teen alcohol and drug use.

Family Conversation Jar

Encourage family talks with this fun and insightful activity
Having conversations with your kids is an effective way to help prevent Family Fun: Have your kids
underage drinking. The following activity can help. Cut out the ques- decorate a jar. The following items
tions found below, place in a jar, and put it in the center of the dinner can be helpful:
table. During the family meal, take turns drawing questions from the • Colored paper, cloth, or paint
jar. Some questions are specifically for parents to answer (marked on • Family photos
the side with a "P"), but make sure everyone gets a chance to answer • Pictures cut out from magazines
each of the other questions. • Ribbon, string, raffia, straw,
cotton balls, etc.
• Glue, tape, scissors, markers
Questions for Parents: Questions for Everyone:
What beliefs give you strength? If you could have anything for dinner, What do you like best about life? Who is your best friend and why?
what would you have?
What was your first job? Did you What is your favorite place in the Tell us about your favorite memory. What could you do to make the
like it? world and why? world a better place?
Did you have any pets growing up? If you could be on any television Tell us one thing that is really If you could have any animal as a
If so, tell me about them. show, what would it be? important to you. pet, what would it be?
What was one thing your parents What is the best present you’ve Tell us one thing that is nice about If you could pick a new first name,
made you do that you hated? ever received? yourself. what would it be?
What kind of food did you hate as If you could live anywhere in the Tell us about something that makes What was the very best thing that
a kid but love now? world, where would you live and why? you laugh. happened to you today?
Why is being honest so important If you had three wishes, what Tell us whom you admire most If you could add one item to your
to building a stable society? would they be? and why. bedroom, what would it be?
What was your least favorite subject What would you do if you were What was the hardest choice you If you could visit any city, where
in school? What was your favorite? President? ever made? would you visit?
When you were my age, what did If you won a million dollars, what Tell us one way you want to Why is driving drunk so costly and
you want to be when you grew up? would you do with it? improve your life. harmful to society?
What was one thing you did when If you could have any job, what job What holds you back from doing If you could be any animal, what
you were a kid that made you the would it be and why do you think what you really want to do? animal would you be?
happiest? you would like it?
What was one thing you did when If you could invite three famous What is one thing you could do to If you had to leave the earth on a
you were a kid that made your people (present or past) to dinner, help our family? space ship and take 4 friends with
parents proud of you? who would they be and why? you, who would you take?
Did you take family vacations when What is the one thing you think Tell us what things make you feel If you were allowed to stop doing
you were a kid? Where did you go? should be invented to make your life loved. one chore around the house, what
How did you get there? easier or more enjoyable? would it be?
Who was your best friend growing If you could go anywhere for your (Fill in the blank) When I feel sad, How can using drugs or alcohol
up? Tell us one of your favorite sto- next vacation, where would you go I need…. underage limit your possibilities?
ries about things you did together. and what would you do?

Planning for Family Dinners

Make mealtime fun, healthy, and easy
Pleasant family dinners are a good way to share values and help kids bond with family. A little advanced planning will make dinner time easy. Fill out this
menu with favorite, brain-healthy meals and repeat them every 30 days. Pre-teach table manners and make mealtime pleasant by complimenting those
who use them; don’t allow criticism at the dinner table. Use a Conversation Jar, and share kind deeds you’ve done.
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

Veg Veg Veg Veg Veg Veg Veg
Fruit Fruit Fruit Fruit Fruit Fruit Fruit
Grain Grain Grain Grain Grain Grain Grain
Protein Protein Protein Protein Protein Protein Protein
Cook Cook Cook Cook Cook Cook Cook
Helper Helper Helper Helper Helper Helper Helper
Dishes Dishes Dishes Dishes Dishes Dishes Dishes



FOODS THAT PROMOTE BRAIN HEALTH
This list of food will help your family have healthy bodies and brain. Watch out for common food allergies, such as eggs, dairy, gluten, nuts, etc.
The brain must have healthy, nutritious food with plenty of vitamins, minerals, and micro-nutrients found in whole foods to operate properly.
Plus, there are millions of microbes in our guts that help us process food. They need good nutrition to survive.
• Eat whole grains, not refined flours • Eat all kinds of beans (dry is cheaper)
• Eat leafy green vegetables every day • Eat fish weekly (tuna is cheap) or take fish oil capsules
• Use frozen vegetables, if fresh is too expensive • Drink water or fat-free milk, not soda
• Eat fresh fruit every day (oranges, apples, bananas, blueberries, etc.) • Use healthy spices: cinnamon, curry, garlic, sage, and turmeric
• Eat low-fat cottage cheese as a good source of protein • Eat all kinds of nuts
• Eat eggs often (good for all meals) • Eat red or white potatoes with the skins on, or sweet potatoes

My Time
Daily one-on-one play time with each child will make everyone happier
Daily one-on-one play time for 10–15 minutes with each child during “My Time” creates happy bonding feelings, nurtures emotional health, helps alleviate
sibling rivalry, and protects kids from alcohol and drug use. “My Time” provides you with an opportunity to give “social rewards” to your child (i.e. attention
and praise). This helps you to get more of the behavior you DO want from your child, and rely less on the damaging effects of punishment (criticism, physical
punishment, etc.) to extinguish behavior you don’t want.
“My Time” works best with a prearranged time that is consistent. Let your child choose the activity and you go along for the ride. You’ll find it more rewarding and
fun than you imagined. Track your progress for 3 weeks until it becomes a pleasant habit. If you make “My Time” emotionally rewarding, your kids will ask for it.
TRACKING PLAY TIME
Date: Child & Activity
RULES FOR “MY TIME”
DO:
1. H ave fun playing one-on-one with each child daily.
(If you have several children, rotate turns with your spouse,
so each child gets a turn with one of you nightly.)
2. L et your child pick the activity.
(For variety, make a list of fun games that you can play in
10–15 minutes, cut the list into strips, and put them in a jar.
Draw one out from the jar each night and play it together.)
3. C heerfully give your undivided attention for 10–15 minutes.
Enjoy these moments together; have fun!
4. Notice the good your child does and make positive
comments.
5. I f it is a “skill-based” game, give yourself handicap points to
even-out the playing field so your child can sometimes win.
DON’T:
1. Don’t begrudge the time together. It will pay big dividends.
2. Don’t correct, criticize, or offer suggestions for improvement.
3. D on’t ask “leading questions” to teach a lesson or push
your point of view.

Stomping the ANTs

Getting rid of pesky Automatic Negative Thoughts
Automatic Negative Thoughts or “ANTs” as Dr. Daniel Amen calls them, often You can stomp the ANTs by re-stating negative thoughts in a more truthful
tell you lies like: “You’re no good,”“Nobody likes you,” or “These kids are way. Instead of thinking “I never do anything right,” replace it with: “I may
driving me crazy!” This negative self-talk can dramatically affect your mood. make some mistakes but I have a lot to offer.” Or when you’re feeling over-
Here’s why: Whenever you think a thought, your brain releases neurochemicals whelmed think, “I can do this!” You can change your self-talk to be more hope-
that create feelings. Positive thoughts release positive chemicals and you ful, positive, and accurate. You’ll feel happier and more confident.
feel happier. Negative thoughts release chemicals that make you feel angry, *For more information, read The Anxiety and Phobia Workbook by Edmund Bourne.
sad, or stressed.
Below are 10 “species” of ANTs that creep into our thoughts and ruin our day. Put a check next to the type of A.N.T. that bothers you and write an example in
the blank space. Then stomp them by writing a more hopeful, accurate, and positive way of viewing each situation.
SPECIES A.N.T. SQUASH ANTs WITH TRUTH
1. All or Nothing Thinking “There’s nothing to do.” “There are probably lots of things to do if I think about it.”
2. Always Thinking “No one ever plays with me.” “That’s silly. I have played with lots of kids.”
3. Mind Reading “The teacher doesn’t like me.” “I don’t know that. Maybe she is just having a hard day.”
4. Fortune Telling “The whole class will laugh at me.” “I don’t know that. Maybe they will like my speech.”
5. Labeling “I am stupid.” “Sometimes I make mistakes but I am not stupid.”
6. Focusing on the Negative “My whole party was ruined by his teasing.” “My party was fun except for the few minutes he was teasing.”
7. Thinking with Your Feelings “I feel like such a loser. How can anyone like me?” “I may need to change a few things but I’m a good person.”
8. Magnifying and Minimizing “I got a terrible report card.” “I may have gotten one ‘C’ but my other grades were good.”
9. Blame “It’s the teacher’s fault.” “I need to look at my part of the problem."
10. Guilt Beatings "It is all my fault and I'm a horrible person." "It was just an accident and I can do things to make it better."
THE PENNY GAME

To become more aware of your ANTs, use this kid’s game by Richard Brozovich, Ph.D. and Linda Chase in Say Goodbye to Being Shy. Put ten pennies in
your pocket every morning for a month. Every time you think a positive thought about yourself, move a penny to your “good” pocket. If you give mind-
space to any ANTs, move a penny back to the holding pocket. Try to get all ten pennies in your “good” pocket each day. Note of how many you got each
night. At the end of the month, reward yourself according to how well you met your goal.

Understanding Brain Development

How the choices we make change our brain and make us who we are
Our brain is the most amazing “computer” that has ever been created. It has billions of neurons
that make connections and control hundreds of body functions—including everything we think,
feel, say, or do—all at the same time! Forty percent of our neurons are “wired” or connected at
birth. The other 60 percent are waiting to be wired by our learning and experiences. Everything
we think, say, or do causes new neural growth which changes our brain structure. This means that
teens can direct the development of their own brains. The ages between 12–25 is a critical time of
brain development. Important connections are being made that link brain areas together, helping
us become smarter and make better decisions. Alcohol suppresses brain activity, harming its
development. It is essential to protect it from alcohol and drugs during this critical “wiring” period.
“Teens, through their choices and actions, have the power to direct the development of their
own brains….[They are] laying the neural foundations that will serve them for the rest of
their lives.”
- Dr. Jay Giedd, MD, Chief of Brain Imaging, National Institutes of Mental Health (NIMH)
Your amazing brain has over 100 billion A neuron looks a The branches, called Dendrites, are They surround the Soma, a tiny
neurons that communicate with each little like a tree, with covered with receptors that receive power-plant that generates and stores
other—and the rest of your body! branches, a trunk, chemical messages. electricity.
and roots.
Hi! I'm a
neuron.
The Axon, or trunk, carries electrical As our brain develops it covers the axons At the tip of each root is a tiny pouch Neurons send chemical
signals from the power-plant to the with a white waxy coating called the that stores powerful brain chemicals messages from the roots
roots. The electricity travels 200 mph! Myelin Sheath or “White Matter.”This called neurotransmitters. of one neuron to the
allows electricity to travel at 400 mph. branches of another.
If we repeat an action Those neuron trees What we chose to learn, do and say Alcohol before age 21 slows down
often, the neuron sends grow “bushier” and we becomes “wired” into the physical brain development. It damages White
more of the chemical become smarter! structure of our brain! The more we Matter, and can quickly create
each time. The receiving study and learn, the smarter our brain addiction.
neuron then grows new But if we neglect an grows—not just in that one area—
dendrites and receptors activity, the branches but smarter over-all! With a little
to receive it. are eventually effort and practice, we can change our
“pruned” off. brain for the better, which changes our
habits, and improves our life.

How to Have a Healthy Brain

8 brain-healthy tips to be smarter and feel better
Your brain is the most important organ of your body and directs everything you think, say, or do. It makes you who you are! If your brain works well, you’re
happier and more successful. If it doesn’t, you’ll have a hard time in life. So follow these tips to have a healthy, happy brain!
1. Protect your brain 2. Eat brain-healthy food like whole 3. Get enough sleep
from neurotoxic chemicals like alcohol, grains; fruits and vegetables such as dark green lettuces, each night. Getting less than seven
drugs (even marijuana), nicotine, berries, broccoli, apples, oranges, bananas, pumpkin, spinach, hours of sleep at night decreases blood
excessive caffeine, and breathing toxic and tomatoes; nuts and legumes such as walnuts, almonds, flow to the brain. It also contributes to
fumes, which can damage brain function. peanut butter, and beans; and healthy, low-fat protein found depression and suicidal thoughts. In one
in food like Greek yogurt, non-fat cottage cheese, eggs, fish, study, teens who slept five hours or less
Protect your brain from falls, injuries, and poultry. Begin each day with a glass of water to hydrate a night were 71 percent more likely to
big bumps: Always wear a seat belt; use your brain, a healthy breakfast with low-fat protein, and a suffer depression and 48 percent more
a helmet when you blade, board, bike, or multi-vitamin. Studies show children learn better when they at risk of becoming suicidal.
do contact sports. Your brain is like soft have excellent nutrition.
butter; your skull has hard ridges. 5. De-stress your
Avoid junk food, sugary drinks and cereals, drinks with caffeine,
highly processed foods with artificial ingredients, foods high brain and think
4. Engage in in sugars and syrups (including high-fructose corn syrup), and positive thoughts.
aerobic exercise hydrogenated oils. For more information on healthy eating, visit Chronic stress reduces brain cell growth,
that gets your heart pumping ChooseMyPlate.gov affecting memory and mood. Take a few
(sports, dance, brisk walks, etc.) at moments several times a day to breathe
least 5 times a week. It improves slowly and deeply through your nose,
learning and memory by increasing tense and relax your muscles, and clear
blood flow to the brain, and it your mind with a peaceful thought.
generates an essential brain
growth hormone called BDNF in
the hippocampus. Exercise helps
7. Avoid too much
protects brain cells against stress “screen time”
and increases feel-good chemicals and junk culture. Teens who
that improves mood. For a quick play violent video games show
mental boost, stand and rise quickly increased activity in the emotional
up and down on your toes 20 times. arousal part of the brain and
decreased response in the area
governing self-control. Students
6. Use Mindfulness who spent ten hours a day online
to correct the Automatic Negative developed less gray matter in
Thoughts (ANTs) that put your brain at the thinking part of the brain,
risk for anxiety, depression, relationship compared to those who spent
problems, etc. (See Intro handout #7.) less than two hours a day online.
When you feel angry, sad, or anxious,
write down the thoughts going
through your head. If they are negative, 8. Study, read,
question and replace them with a more and learn. Your brain
hopeful way of thinking.* is like a muscle—the more you
use it, the stronger it becomes.

Four Family Fun

Four areas to have fun as a family
Sometimes families can get bogged down in stress and contention. Often what is needed is some humor and light-hearted family fun. Take a few moments
as a family to list what the kids find fun and write it on this sheet. Make sure everyone is represented, including you as parents. Then make sure to schedule
specific times every week to have fun.
0 Z $
1 2 3 4
FUN FUN FUN FUN
THAT’S FREE OUTSIDE INSIDE THAT COSTS
A fun family activity we will do next week:

Ideas for family fun with exercise:
1. Bean Bag Tag: One person is 2. Simon Says Dance: Play some 3. Find-a-Ball: The goal is to collect 4. Capture the Towel: Unroll three
“it” and has a small bean bag. On fun dance music and take turns newspaper “balls” and be the first to (joined) sheets of a paper towel. Cut
the count of three, family members being “Simon the Leader .” Whenever place them in a circle drawn on the it into four long strips forming “tails.”
scatter and the person “it” runs after the dance leader calls out "Simon floor. Each family member wads 1/2 Each person tucks the end of the paper
them, throwing the bean bag to says. . ." and does a move, family sheets of newspaper into five “balls” towel strip in the back waist of his or
try to hit someone. When a person members have to imitate that move. and puts a piece of tape on each ball her pants or belt. At a given signal,
is hit, he or she is the next one “it.” If “Simon” only demonstrates but with his/her name on it. The person family members run, with each trying
(Make a bean bag by putting dried doesn’t call it out loud, whoever who is “it” puts the balls around the to capture the towel of another while
beans into the toe of a sock and imitates the dance move is the next house in different rooms. At the count trying to keep his or her’s safe. Blow
tying the end with a double knot.) “Simon.” of three all players race to find and a whistle at the end of three minutes.
gather their balls and be the first one The person with the most towels wins.
to put all five balls in the circle. INTRO-10
Mindfulness
Page 1—Brain exercises to increase focus, reduce stress, and improve relationships
WHAT IS MINDFULNESS? 1. Breath Awareness Exercise

Mindfulness is the skill of training your brain to pay keen attention—in a calm,
compassionate, and curious way—to what is currently happening to and Each Mindfulness exercise begins with this Breath
around you, so you can focus on the present moment instead of being distracted Awareness exercise. Begin by doing the 5 Ss:
by disturbing thoughts, regrets over the past, or worries about the future.
1. Sit up straight. (Unless you’re doing a body scan.)
Mindfulness helps you become more aware of your thoughts, feelings, and 2. Sit still. (Unless it is a Mindfulness Walking exercise.)
actions—and the effect they have on others—so you can react wisely and 3. Sit silent.
peacefully in every situation. 4. Shut your eyes. (Unless it is a Mindfulness Walking exercise.
5. Shush your brain chatter. (Take a big, deep breath through your
You can train your brain to be mindful by doing a few simple exercises every nose, and while you exhale, say “Shhhh. . . “ to yourself as you
day to improve your mental focus. Even kids can learn to do them! The draw an imaginary line from your forehead to your chest.)
most important exercise is the “Breath Awareness”, also called the “Mindful
Breathing,” exercise. Each time your mind wanders from what you’re thinking Next, breathe deeply: Focus your attention on the feeling of the
about, gently bring your attention back to the thing you were focusing on. air as it enters your nose, fills your lungs, and then exits your nose
or mouth. Count five breaths, and then start counting to five again.
Mindfulness is developed through a few formal exercises you can do each day, Continue counting breaths for two minutes. When your attention
but it can also be practiced informally during the day whenever you want. Take wanders (and it will), gently bring your attention back to your
a breath and focus your attention on what is currently happening before you breathing. Increase the time until you can do it for 10-20 minutes.
respond to something or someone. Practice each new skill separately at first;
then use them all together to become mindful.
2. Advanced Mindful Breathing

BENEFITS OF MINDFULNESS While you are doing the Breath Awareness exercise, visualize a
Practicing Mindfulness has been shown to quiet inner center in your chest. As you exhale, feel the peace at
• Decrease the body’s stress response that quiet spot. Feeling into this center can help you sense your
• Lower blood pressure true worth and find comfort in difficult times.
• Reduce anxiety
• Slow down the aging process
Some people call this area an “inner center of wisdom.” When they
have to make a decision, they “feel within” to sense what their
• Increase ability to regulate emotions
intuition, or “gut” feeling, says about the right path to take.
• Increase feelings of peacefulness, enjoyment, and well-being
• Increase density in the good judgment part of the brain This process may work because the heart and gut are surrounded
with millions of neurons that connect with the brain. That’s why
your brain can send a feeling of “butterflies” to your stomach if
WHY MINDFULNESS WORKS you are nervous, or send a sense of “love” to your chest. Further,
your eye sends more messages to your brain than you consciously
When you take deep breaths, the air passes over nitric oxide cells in your
recognize. These are recorded in your brain and may form a source
nasal passage, which triggers the release of nitric oxide. The nitric oxide relaxes
of intuition that helps you recognize what would be helpful or
your blood vessels, increasing blood flow to the brain. As you fill your lungs
harmful if you mindfully “feel within.”
with air, your diaphragm causes your belly to rise, which puts pressure on
the vegas nerve, which runs from your brain down your spine. This pressure
triggers a release of serotonin, a chemical that helps to calm your body.

Mindfulness
3. Observe & Dismiss Negative Thoughts 4. Think Compassion, Not Criticism

Mindfulness includes the ability to mentally stand back, observe An essential part of Mindfulness is the ability to view yourself and
your thoughts, and dismiss negative ones without dwelling on others with a compassionate, kind eye. When we view others with a
them. This includes learning to accept things in the past that critical, judgmental eye, we filter reality through our own prejudices,
you can’t change . Once you have made amends and asked for which prevents us from seeing reality. Recognize that all people suffer
forgiveness, recognize that you can now at least act wisely and hardships, and all people deserve compassion. Let it begin with you,
kindly to make a better future. knowing that what you give out will return to you multiplied.
When troubling, negative thoughts arise, take a deep breath and 1. Decide that you will stop looking at others with a critical eye,
repeat a coping phrase, such as “It is what it is.” Use this exercise to and choose to feel compassion instead.
label and dismiss negative thoughts that are troubling or limiting: 2. Close your eyes and begin a Breath Awareness exercise. As you
breathe in, repeat: “May I feel compassion towards myself and
1. Write down recurring negative thoughts on your “Automatic others.” As you breathe out, repeat: “May my critical eye depart.”
Negative Thoughts” handout from this lesson. Beside each 3. As you breathe, visualize your body becoming filled with a
negative thought, write a more hopeful statement. gentle compassion for humanity, and the negative, critical part
2. Sit quietly and begin a Breath Awareness exercise. leaving your body. Repeat daily.
3. If a troubling thought or emotion comes to mind, imagine 4. Track your progress. Carry a note card and put a mark each time
yourself sitting by an open window watching small, puffy white you think a critical thought. Immediately follow those critical
clouds drift by. Then mentally place your troubling thought on a thoughts with the words, “. . . Just like me.” Or, smile and silently
bit of imaginary cloud—and let the cloud drift out of view. say, “I wish you well.”
4. Return your focus to your mindful breathing. Note: You can feel compassion for yourself while still acknowledging
the need for change. Also, compassion never means you tolerate abuse.
5. Mindfully Observe Your Amazing Body 6. Mindfully Delight Your 5 Senses

Pretend you are seeing your body as an amazing, biochemical Each day for five days, mindfully focus your attention on a different
machine for the first time. Focus on its abilities with a childlike awe. aspect of your senses. Observe each experience with deep gratitude:
1. Lie down in a quiet, comfortable place, knees slightly bent. 1. TASTE: Pick up a small piece of food. Notice how it looks and
Close your eyes and take three deep, mindful breaths. smells before putting it in your mouth. Then put down your fork
2. Focus your attention on your body, beginning with the toes of and chew slowly as you observe and savor the taste and texture.
your right foot. Think about each part of that side of your body, 2. SMELL: During a meal, pause and close your eyes and smell
moving up to your neck. Then focus attention on the left side of the different foods before you eat. If weather permits, sit near a
your body, beginning with your toes and moving up to your head. garden to smell the flowers or grass.
3. As you focus on each part of your body, tense and relax it, and 3. TOUCH: Feel the warmth of the water on your body as you take
imagine your breath flowing to that part. Think about the won- a bath or shower. Listen to the sound of the water. Feel the
derful things each part can do. Then imagine you can see beneath texture of the wet bar of soap in your hand. Be fully present and
the skin to see how the muscles and bones work together. experience the delight of the feeling of the water. Then touch
4. When your mind wanders, gently refocus on your body. other textures like trees, grass, etc.
5. When you reach your head, take a deep, mindful breath, feel a 4. HEAR: At night, sit by an open window for a few minutes, close
sense of awe and gratitude for your amazing body, and open your eyes, and carefully listen to and try to identify every sound.
your eyes. 5. SEE: Take a walk in nature, or even just around your neighborhood.
Try to see it with new eyes. Notice every detail about the place
and the people. Be thankful for your sight.

Mindfulness
7. Become a Mindful Parent 8. Mindfully Perform Tasks

One goal of Mindfulness is to become a sensitive, nurturing parent. Training your brain to focus with intense interest on daily activities
A long-term study showed that children who had nurturing parents that you usually do without much thought increases your ability
who paid sensitive attention to them were much more secure and to be aware. This exercise takes no extra time, as you’re doing the
successful as adults than those who lacked nurturing parents. tasks already.
1. Cultivate a non-judgmental attitude toward both your children 1. Make a list of the tasks you do daily that you could focus on, like
and yourself, while still providing clear standards for behavior. getting dressed, brushing your teeth, washing dishes, working
2. While your child is sleeping, reading, or quietly playing, look in the garden, walking to school or work, etc.
at his or her face. Notice with delight the features, the shape 2. Begin each Mindful Task exercise with three slow, deep breaths.
of the head, and the color and texture of the hair. Smile with Then Mindfully focus fully on each aspect of the activity. Notice
gratitude. all the little details you usually take for granted. Example: As
3. Imagine you can see his or her heart. How is it feeling? Does you brush your teeth, notice how the toothbrush feels in your
it feel happy or sad or fearful? Imagine you are saying kind or hand, how the toothpaste tastes, and envision each tooth as
loving things to your child. How does his or her heart react to you brush it.
your words? 3. If any distracting thoughts arise while you are doing the
4. Recall your last interaction. How did your child’s heart feel in the activity, dismiss them from your mind without thinking on
situation? Resolve to use kind, loving, and peaceful words with them. Stay focused on the activity.
your child. Do a “loving-kindness meditation” for each child. 4. End each with a deep, mindful breath.
(See step 12 of these Mindfulness exercises.)
5. Listen with your full attention when your child talks to you.
Put away your electronics. Seek to understand their feelings
and needs. Be kind and present. Remind yourself to practice
9. Be Mindful of Interactions with Others
Mindfulness when dealing with your children.
One of the main goals of Mindfulness is to become calmly aware of
6. Notice and name your emotions during difficult interactions.
Help your children notice their emotions as well. Example: “It your thoughts and feelings during interactions with others, and to
seems like you might be feeling frustrated.” manage them well so you can listen objectively and speak and act
7. When you are annoyed or stressed, take a deep breath and deliberately, compassionately, and effectively. This will help you
choose the best response by saying to yourself: “Stop. Be calm. get along better with others and have a happier life.
Be mindful.”
8. Learn and practice each of the seven key skills in the The moment you begin to feel a “Fight, Flight, or Freeze” response
Strengthening Familiies Program (see handout 10-7). in a stressful situation, use the acronym “BOLDT” as a reminder to
be Mindful:
1. B=Breathe—Take a deep, calming breath and engage your

quiet center during crisis or conflict.
2. O=Observe and question your thoughts—don’t assume
they are right. (They are often incorrect.)
3. L=Let go of judgment. Calmly, curiously, and compassionately
ask questions to understand how they feel about the situation.
4. D=Defuse the situation by validating their concerns.
Say you see their point of view, even if you disagree.
5. T=Take a break—If things get hot, thank the person for
listening, tell them you need to think about things, and you will
get back to them soon.

Mindfulness
10. Mindful Walking Exercise 11. Overcome Obstacles

The first time you do this walking exercise, choose a place where 1. Take a deep breath and identify the obstacles that keep you
you can enjoy walking quietly. After that, practice the skill of from a daily Mindfulness practice.
focusing your attention for a few minutes whenever you walk 2. As you breathe, bring each obstacle as a word into your mental
anywhere. focus. Ask yourself: “What can I learn from it?” and “How can I
successfully deal with it?” Make a note of your answers to these
1. While walking mindfully, breathe deeply and focus on each questions.
sensation of the movements of your body as you take each step. 3. Visualize the word clearly written across sliding glass doors that
2. Notice how your knees and ankles bend and your legs move. open as you approach them.
3. Notice the way your foot feels as you pick it up and place it 4. See yourself walking confidently towards those doors. As you
on the ground. Notice the sound it makes as you step on the approach, the doors part, and you see yourself walking through.
pavement. 5. Each time you feel blocked by an obstacle, visualize the doors
4. Take a deep, cleansing breath and feel delight and be grateful opening and see yourself walking through them.
for your body.
12. Loving-Kindness Meditation
A loving-kindness meditation involves Mindful Breathing while you 5. Focus on a person that you feel thankful for and send vitality to
focus on a few positive outcomes you desire for yourself and others. him or her. As you exhale, visualize sending this person happiness,
As you breathe in and out, use positive thoughts to direct those good vitality, and goodness. If he or she is having difficulty, imagine he
things to yourself and others. Those who practice it report increased or she is becoming well or full of joy.
positive emotions, reduced stress, an increase sense of purpose, and a 6. Focus on a neutral person, or someone with whom you are having
stronger social support. difficulty.* Send them wellness and goodness.
7. Focus on the suffering in the world. As you exhale, visualize
1. Sit quietly, eyes closed, back straight, hands open on your lap with sending happiness and goodness into the world. Say something
palms up, and your mouth in a soft smile. like, “May all beings be kind and full of goodness.”
2. Take several slow, deep breaths through your nose and exhale
slowly, focusing all your attention on the sensations of breathing. *If it is hard to offer loving kindness to a difficult person, realize that it
3. Then focus your thoughts on a desire to be happy and well. benefits you as well, for you become more compassionate and loving.
Imagine happiness and vitality coming to you. As you breathe,
repeat three phrases like, “May I be healthy and strong.”“May I be Think on this quote from Soren Kierkegaard:
happy.”“May I be peaceful.” “To cheat oneself out of love is the most terrible deception; it is
4. As you inhale, visualize your body filling with wellness, happiness, an eternal loss for which there is no reparation, either in time
and goodness. As you exhale, visualize distress, suffering, and or in eternity.”
negativity leaving. If your mind wanders, gently bring it back to
your breathing.

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 1 SUMMARY POSTER
Look for and Compliment

the Good Daily
FAMILY GOALS:
1. L ook for and compliment the good in
each family member daily.
a) Record the “Reinforcing
Compliments” you give
each other.
2. Ignore minor annoying behavior and
resist fault-finding.
3. Write one thing you noticed and
appreciated in the “Gratitude
Journal” each day.
4. Practice using “Three Instant Stress
Busters” to self-soothe and stay calm.
FAMILY FUN:
Print off the “Family Tree” handout and
pages of leaves. Let each person write
his or her strengths on the leaves. Cut
l Look for and compliment the them out and glue them to the tree.
good in each family member daily

(including yourself!) POWER PHRASE:
“Looking for and daily
complimenting the good
l Ignore annoying behavior; in family members helps me
resist fault-finding like them even more—and
helps them behave better.”
l Use “Instant Stress Busters “

to self-soothe
©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 1-1
STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 1
Look for and Compliment the Good

Tracking Sheet—Adult
Write the name of each family member below. During the week, write one word to describe the good you noticed and complimented. Put a mark each time
you gave a compliment or expressed love or appreciation. We cannot change how we behave towards people until we change how we think about them.
Noticing and expressing the good about a person helps us to feel better towards him or her.
Reinforcing Compliments should:

1. Be immediate 2. Express delight 3. Describe behavior 4. Tell a benefit 5. Include a touch
Record your compliments. Keep a 4:1 ratio of positive comments to negative. Put a mark for each compliment shared
Name The Good I Noticed S M T W T F S
Gratitude Journal: Each day write one thing you noticed and are grateful for.
No Trash
S
Talk
M
T
Put a mark
W
every time you
T fault-find or
F criticize. Make a
goal to stop.
S


Tracking Sheet—Child
Draw a smiley face each time you compliment a family member.

Remember, complementing people makes them feel happy and it makes you feel happy too.
Name of Family Member MON TUES WED THURS FRI SAT SUN
Follow these steps to give a super compliment:

1. Give your compliment as soon as you notice something good. No Trash Talk
2. Be happy and really mean what you say. Mark a frowny face every
3. Tell exactly WHAT you liked. time you are mean to
4. Tell HOW it helped the person. someone, like criticizing or
5. Touch the person gently as you give your compliment. pointing out someone’s
mistakes.
Here’s an example to get you started:
If your mom fixed you a yummy dinner, you could give her a hug and
Make a goal to stop
say, “Mom, I really liked your dinner tonight because it was healthy and noticing and pointing out
delicious.” the negative.


Tracking Sheet—Teen
Practice makes perfect. Put a checkmark each time you compliment a family memebr.
Noticing the good boosts your brain power, and complimenting your family members builds loving relationships.
Remember to follow these steps to make it a

No Trash Talk
reinforcing compliment:
1. Give it immediately. Put a checkmark every
2. Be happy and sincere. time you criticize or find
3. Tell exactly WHAT you liked. fault with someone.
4. Tell HOW it helped the person.
5. Add a gentle touch.
Make a goal to stop
noticing and pointing out
Here’s an example to get you started: the negative.
If your sister played well in her soccer game, give her a high-five
and say, “Hey! You really rocked that game today. You played hard
and had a lot of good touches on the ball.”

The Power of Praising and Ignoring

Two fundamental skills to change children’s behavior
1. Praising the Positive Opposite:

Identify one negative behavior you’d like your child to change and write it below. Only work on one behavior at a time. Decide what that behavior’s opposite
would be. (It becomes the Positive Opposite you’re going to praise.) Write it below. For example: the opposite of “fighting” is “getting along”; the opposite
of “lying” is “telling the truth,” etc. Every time you see your child doing that positive behavior, praise him or her using Reinforcing Compliments. The steps to
use Reinforcing Compliments are praise immediately; be enthusiastic, be specific, give a benefit, and add a touch. Track your praise and your child’s progress.
If the behavior doesn’t occur often enough to be reinforcing, talk to your child privately during a calm moment and set up a reward system that allows him
or her to earn special rewards or privileges (see Lesson 3). Track his or her behavior and your Reinforcing Compliments.
Praising the Positive Opposite: Put a + sign each time you praise
Name: Negative Behavior Positive Opposite Behavior: S M T W T F S
2. Effective Ignoring:
The other crucial skill in changing behavior is to ignore minor negative behaviors that you want to disappear. Kids feed on attention and want to get a
reaction from you. Don’t give it. Ignoring needs to be done right in order to be effective. Here are the 5 Steps of Effective Ignoring:
1. Show no emotion.
2. Turn your attention immediately away; act interested in something else.
3. Don’t look at the person.
4. Have no physical contact until the misbehavior stops.
5. Warmly give your child positive attention the moment the misbehavior stops.

40 Phrases That Praise

Putting deposits in your kid’s “emotional bank account”
Say these phrases aloud on your own so that they will come to mind, and feel natural, as you seek opportunities to use them. Actively look for the good in
all family members and give sincere compliments—especially to those who annoy you the most. Praise even their attempts at good behavior. You’ll feel
happier, and so will they. Only after people feel loved and accepted can they begin to change.
REINFORCING* POSITIVE
COMPLIMENTS AFFIRMATIONS
1 I’m proud of you for… 26 Well done!
2 Thanks for trying so hard on… 27 I like to hear your ideas.
3 I’m pleased the way you… 28 Excellent work!
4 How thoughtful of you to… 29 What a great job!
5 You’ve made real progress on … 30 That’s a good point. Thanks
6 You did a good job on… for sharing.
7 Keep up the good work on… 31 I’m sure you can do it; you’ve
EXPRESSING LOVE done hard things before.
8 You are a natural at… (Or: I knew you could do it. )
17 I love you.
9 I like it when you… 32 Thanks for doing what
18 We make a great team.
10 That was a really good try at… I asked.
19 I have fun with you.
11 That’s a great improvement on… 33 I couldn’t have done it
20 I’m glad you’re my son/ without you.
12 I’m pleased you… daughter, husband/wife.
13 I appreciate you being… 34 Wow! Cool! Way to go!
21 I enjoy spending time
(so thoughtful, honest, 35 That’s great! Give me five!
with you.
persistent, kind, etc.) 36 I like the way you’re working!
22 I’m glad you called.
14 You showed a lot of creativity at… 37 You’re on the right track.
23 If you’re concerned / sad /
15 I’m impressed with the hurting, I’m here to listen; 38 Good thinking!
way you… help me understand. 39 You’re a great helper.
16 Thanks for being so … 24 You mean a lot to me.
(responsible, organized, etc.) 40 That’s a great idea!
25 You’re right.
* Reinforcing Compliments: 1. Be immediate 2. Express delight 3. Describe behavior 4. Tell a benefit 5. Add a touch

Three Easy Instant

Stress-Busters
Practice each of these Stress-Busters until they become easy to do and you can immediately de-stress and self-soothe. Whenever a family discussion gets
“hot,” call a “Ten Second Time-Out” to disengage, and use these three instant stress busters.
1 2 3
Calm Breaths Warm Waterfall Positive “C” Talk

Take three slow, deep breaths through your nose; (Progressive Muscle (“Self-Talk”)
hold each breath for a second; and then very Relaxation) • I am Calm and in Control.
slowly release the air.
a) Close your eyes and tighten all your muscles, • I Can make this moment better.
As you take slow, deep breaths through your even those in your face.
nose, tiny cells high up in your nasal passage are • I Can smile.
stimulated, giving off nitric oxide. b)Imagine a gentle, warm relaxing waterfall
that begins to pour softly over your head, run As you repeat each of these three statements
Nitric oxide is a relaxing, short-lived brain down your face, and flow all the way to your to yourself, take a slow, deep cleansing breath
neurotransmitter. It causes our blood vessels to feet. As the soft, warm water touches each though your nose. Hold it for two seconds, and
relax and dilate so they carry more oxygen to the part of you, relax that set of muscles. then let the air out slowly through your lips.
brain, and we feel more calm and alert. On the last “C” statement—after you breathe
c) When the imaginary warm water reaches your out, SMILE!
feet, flick the water off your fingertips, open
your eyes, step out of the “puddle” and you are Smiling triggers “feel-good” brain chemicals.
You’ll feel a happy difference.
completely relaxed, de-stressed, and alert.

What Makes Our Family Strong

a. Our Family Tree
Print out this page and its companion leaf page. Together, think of strengths that your family has (loyal, helpful, etc.) or that individual family members
bring to the family (kind, funny, hard-working, etc.). Give each family member several leaves and have each person write family strengths or positive quali-
ties (including their own) on each leaf. Then glue them to the tree and post where family members can see and appreciate it. Add leaves to the tree as you
think of more qualities or learn new skills.


b. Family Tree Leaves
Cut out the leaves and write strengths of your family and/or family members on them; then glue on tree.


c. Personal and Family Strengths
Below are a list of qualities and strengths to write on the leaves in the “Family Tree Leaves” handout. All people have things they do well and qualities that
others value and appreciate. Think about each member of your family and write the strengths and qualities they have on your leaves and place them on the
family tree. As you look for and discover new qualities continue to add them to your family tree.
sense of humor athletic

good sport out-going
Jenny is
intelligent athletic and kind
protecting a good sport. supportive
gives hugs patient
peace maker assertive
lovable good at speaking
thoughtful sharing
obedient good at acting
understanding active
clever good skateboarder
happy capable
quiet good at geography
creative responsible
observant good at remembering
loving mellow
friendly good story teller
playful caring
agreeable good speller
helpful good at fixing things
controls temper good puzzle solver
loyal imaginative
positive good gamer
bright persistent
sensitive fast runner
studies hard honest
brave thrifty
neat and tidy calm
consistent great swimmer
cheerful generous
funny good at tricks
dependable
curious truth teller
good cook
good at drawing organized
affectionate
good at math gives service
energetic
good at writing cooperative
hard worker
good at dancing strong
good listener

Pro-Social Skills for a Successful Life

Encouraging good behavior
R
HOW TO HOW TO
GIVE REINFORCING
COMPLIMENTS PRAISE THE
POSITIVE OPPOSITE
1. Give your compliment immediately.
2. Be enthusiastic and sincere. 1. Identify one negative behavior you’d like your child to change.
3. Describe behavior specifically. Tell exactly what you liked. 2. Decide what the opposite of that behavior is.
4. Explain a benefit for doing the behavior that your child will 3. Every time you see your child doing the good behavior (the
appreciate. oppostive of the bad behavior), praise him or her using
5. Add a gentle touch. Reinforcing Compliments.
HOW TO HOW TO
STOP IGNORE
CRITICIZING ANNOYING BEHAVIOR
1. Show no emotion.
1. Recognize that criticism harms family relationships. It doesn’t
encourage people to change, and it creates negative brain 2. Turn your attention immediately away; act interested in
wiring in the person who is criticizing. something else.
2. Make a firm commitment to yourself and family to stop being 3. Don’t look at the person.
critical. Put up reminders. 4. Have no physical contact until the misbehavior stops.
3. Ask the family to remind you to not criticize, and thank them 5. Warmly give your child positive attention the moment the
when they do. Replace your criticisms with a positive phrase. misbehavior stops.
4. Look for the good in others. 6. Praise the positive opposite.
5. Each time you notice a fault or think a judgmental thought
about someone, add the words, “. . . and me too,” to the
thought.
6. Use the skill of positive criticism from Lesson 7.

Communicate with Love

and Understanding
FAMILY GOALS:
1.Use “LUV-Listening” and assertive
“I-Messages” when communicating.
Avoid “You-Messages.” Track
progress daily.
2. When communicating, use a respectful
tone of voice, banish Communication
Boulders, and apologize for mistakes.
3. Hold a family meeting this week
following the “Family Meeting
Agenda and Rules” handout. Begin
with compliments, take notes, serve
treats, and have fun.
FAMILY FUN:
l Use “LUV” when listening: During your first family meeting, plan
a fun activity for the weekend that
a) LISTEN with your ears, eyes and heart to understand the other everyone can enjoy.
person’s feelings. Try to put yourself in his or her place.
b) UNDERSTAND: Repeat back the main ideas in your own words to POWER PHRASE:
show understanding. Ask respectful questions.
“LUV-Listening, respectful
c) VALIDATE by expressing empathy, even if you disagree. Express I-Messages and banishing
confidence in his or her ability to find solutions. C-Boulders in our family will help
us feel more love and peace.
l Use “I-Messages” when speaking:
a) Begin with the word, “I” then state your feelings, needs, or
thoughts in a respectful way.
b) Describe specifically what you want, or the behavior that bothers
you in a non-blaming way.
c) Explain the reasons for your feelings/thinking/desires.
Three Easy Communication Skills

Effective communication skills are highly valued in the world. Increase your listening and speaking skills through effective practice and tracking. Daily pick
one conversation you had with a family member and rate yourself on how well you “LUV-Listened”, used “I-Messages,” and showed respect.
Use a score of 1-3 (3 the highest). Ask the other person to also rate you.
n
1 “LUV-Listen” n
2 Use “I-Messages” n
3 Show Respect
LISTEN with a genuine desire to understand; I-MESSAGES: RESPECT:
try to put yourself in the other person’s place.
1) Begin with “I”, then state your feelings, needs, 1) Use a respectful tone of voice.
Show by a comment or a nod that you’re listening.
or thoughts in a respectful way.
2) N ever throw Communication Boulders
UNDERSTAND: Repeat back the main points to
2)Describe what you want, or the thing that (see the list on handout 5 of this lesson).
make sure you understand. Ask questions to get
bothers you, in a specific, non-blaming way.
more understanding. 3) Be assertive, not aggressive or passive.
3) Explain the reasons for your feeling/ thinking/
VALIDATE their feelings by expressing empathy 4) U se the 5 most important words often:
desires. “I feel… when…because….”
for their feelings, circumstances, or point of view “I love you” and “I’m sorry.” If sorry, then ask
even if you disagree. Express confidence in their 4) Avoid “You” Messages. “You make me mad what you can do to make it up to them.
ability to find a solution if they have a problem when….”
or challenge.
I-M
U
RE
V
L
IS
AL
N
SP
ES
D
TE
ID
EC
ER
SA
N
AT
TF
ST
ED
G
E
ES
U
O
L
O
D
Name: Date: Topic of Conversation: Rate Yourself: (Top space is for you, bottom for other)
* KIDS: If your conversations with a family member are routinely unpleasant, ask a parent to serve as a “Conversation Coach” next time you talk with that person.

The words and tone of voice you choose to use greatly affects family relationships. Use this winning formula to
help create a happy, loving family: LUV-Listening + I-Messages - Communication Boulders = Happy Family
n
1 “LUV-Listen” n
2 Use “I-Messages” n
3 C-Boulders
LISTEN politely with your eyes, ears, and heart 1) Begin with “I”, then state your feelings, needs, C-BOULDERS include any kind of non-respectful
to understand the other person’s ideas and or thoughts in a respectful way. communication. Here are some examples:
feelings whenever they talk to you. • Yelling
2)Describe what you want, or the thing that
• Swearing
Show UNDERSTANDING by nodding your head, bothers you, in a specific, non-blaming way.
• Sarcasm
or asking polite questions.
3) Explain the reasons for your feeling/ thinking/ • A cross or angry voice
VALIDATE the other person’s ideas by saying, “I desires. “I feel… when…because….” • Put-downs
see why you feel that way . . .” • Blaming
4) Avoid “You” Messages. “You make me mad • Criticizing
when….” • Taking offense
Put a + in the boxes below for each day you remember to LUV-Listen and use respectful I-Messages and
avoid Communication Boulders. Put a 0 for the days you forgot.


Listening politely and talking nice to each other helps create a loving family. It is called “LUV-Listening.”
n
L Listen n
U Understand n
V Validate
LISTEN politely with your eyes, ears, and heart Show UNDERSTANDING by nodding your head, VALIDATE the other person’s ideas by saying,
to understand the other person’s ideas and or asking polite questions. “I see why you feel that way . . .”
feelings whenever they talk to you.
n
I -Messages
1) Begin with “I”, then say how you 2)Describe what you want without 3) Explain the reasons for how you 4) Avoid “You” Messages. “You
think or feel. blaming the other person. feel: “I feel . . . because . . .” make me mad when….”
Put a + in the boxes below for each day you remember to LUV-Listen and use respectful I-Messages.
Put a 0 for the days you forgot.
Draw a happy face in the boxes below for each day you avoided using any “Communication Boulders.”
Communication Boulders: yelling, swearing, sarcasm, a cross or angry voice, put-downs, blaming, criticising, or taking offense.
MON TUES WED THURS FRI SAT SUN

The Listening Stick *
Taking turns in truly listening
LISTENING STICK LISTENING STICK DIRECTIONS:

1. Cut along the outside dotted line around the Listening Sticks.
2. Fold along the center dotted line, with the printed sides facing out.
3. Glue or tape the long side and the top and bottom.
4. Cover the entire surface with clear packing tape so it won’t wear out.
When you need to have an important conversation with someone, ask the person when a good
time to talk would be. Then ask the person to hold the Listening Stick as you express yourself
without blaming, using calm, polite tones and respectful “I-Messages.”
I WILL: BOULDERS The person holding the Listening Stick “LUV-Listens” and summarizes your ideas, feelings, or
concerns. If the person’s summary wasn’t complete or correct say, “That’s not quite what I meant;”
1 I WILL or “There’s more to it…” and offer more information or thoughts until the person listening to you
Give you my full
attention BANISH: correctly summarizes your views. When you feel understood, thank the person and then you hold
the stick and “LUV-Listen“ while the other person responds. With practice, you will be able to use
2
Put myself in 1 LUV-Listening in all your conversations without the need for a stick.
your place Sarcasm
*Idea adapted from author John Lundberg, How to Hug a Porcupine
3 2
Care about your Put-Downs
ideas
3
4 Crabby Voice
Value your feelings
5 4
Comment Slash vv Burn
or nod to show
5
I’m listening
Hostile Criticism
6
Not think about 6
my rebuttal Always-Never
7 7
Ask polite Blame Game
questions
8 8
Repeat back your Mind Reading
main ideas
9
9 Flooding
Validate your
point of view even 10
if I disagree Stonewalling
10 11
Banish all Take-A-Fence
“C-Boulders”
FOLD ALONG THIS LINE
12
Dumping

Being Assertive Pays Off

Worksheet (one for each family member)
Some people think they have to act angry or aggressive to get what they want. This is not true. Being assertive, instead of aggressive or passive, in your
family communication will build loving relationships, help you feel better about yourself, and get you more of what you want in life.
Use this worksheet to notice the differences in attitude, body language, tone of voice, and words in the different ways of communicating. Then fill in the
blanks with ideas you can use.
ASSERTIVE AGGRESSIVE PASSIVE

Attitude: Deep respect for self and concern Attitude: Concerned mainly for self; willing Attitude: Fearful, lacks self-respect, allows
for others to get own way by bullying or threatening others others to dominate. May be hiding anger.
Body Language: Confident, erect posture, Body Language: Threatening, “in-your- Body Language: Slumped shoulders, no
good eye contact; respects others’ personal space face,” confrontational; points fingers, rolls eyes eye contact, withdrawn, shoulder shrugs
Voice tone: Calm, polite, firm, controlled Voice tone: Loud, angry, dramatic, Voice tone: Weak, whiney
accusatory, hostile
Words: Clear “I-Messages” that say Words: Fails to express feelings or needs;
how you feel, express your needs, or make Words: Argumentative, threatening, goes along with the crowd. May say: ”Whatever;
requests without sarcasm or blaming abusive, blaming, sarcastic; interrupts a lot I guess so; It doesn’t matter anyway.”
1. Circle the assertive statements. 2. Cross out the ones that are aggressive or passive by putting a large X over them.
I feel annoyed when you put You don’t know what I’m feeling ___________ I guess it will have
your feet on my desk. you’re talking about! about _________________. to be okay.
Please take them off.
Can we talk about it?
It’s really not okay

No one cares what I
with me to_________. think anyway. Or: I see your point of view. Mine’s
Get your stupid
a little different. Here’s how I see it:
feet off my desk! What I need you to do
I guess I’ll just have to do it __________.
is_____________. myself.
Think of a family situation that bothers you. Then write what you could say by being assertive.
Situation: _________________________________________________________________________________________
Assertive “I-Message”: “I feel_____________________________________ when _____________________________________“
Request: “Please ____________________________________________________________________________________“

Banishing Communication Boulders

a) Delete the “Dirty Dozen” that block love and understanding
Good communication between family members—where we feel valued, respected and understood—is one of life’s great joys. But often Communication
Boulders—what we say or how we say it—builds a wall between us and those we love and blocks effective communication. Remove these boulders from
your conversations and you’ll see an immediate increase in family happiness. Becoming aware is the first step. Make it a family game to notice and name
these boulders whenever they roll off of someone’s tongue. Soon they’ll disappear.
1. Sarcasm 10. Stonewalling Stonewall-

Cutting humor that insults a person’s ideas, ing means refusing to admit or acknowledge a
efforts, or intelligence damages a family mem- concern when someone brings it up. Denying
ber’s sense of self and desire to bond. Make a there is a problem, accusing the
“stop-the-sarcasm” commitment and keep it. other person of a fault to deflect attention
from your mistakes, or refusing to see a need
for change hinders family bonding. Listen to,
2. Put-Downs acknowledge your part in the problem, and seek
solutions to others’ concerns.
Remarks that mock or put a person down are
disrespectful and hinder family bonding. Choose
words that build.
11. Take Offense
6. Always-Never When we feel blamed or misunderstood, we
3. Crabby-Voice Speaking in absolutes is insulting and often take offense and our voice tones become
defensive, which puts a fence between us and
Cross or angry voice tones cause people to with- usually inaccurate, as there are almost always
exceptions. Leave those words out. the person we are talking to. If you start to feel
draw emotionally, and we get less cooperation.
defensive, stop yourself. Take a deep breath.
We control our voice tones and can speak calmly
Check your tone of voice; and then ask polite
and respectfully if we practice. Always use a soft
questions and use “LUV-Listening” to bet-
voice when addressing hard issues. 7. Blame-Game ter understand their view. Or, make assertive
Blaming others creates negative feelings and “I-Messages” to keep communication going. If
sets people against each other instead of work- things get hostile, take a break and jointly set a
4. Slash and Burn ing together. The goal is to fix the problem, not time to revisit the issue when you both feel calm.
Yelling, name-calling, insults, or swearing are place blame or fight over who is at fault.
aggressive and abusive. They render us emotion-
ally unsafe and we lose the love we seek. They
12. Dumping
have no place in family conversations. Choose to
be assertive instead of aggressive.
8. Mind-Reading Bringing up all the old arguments and injuries is
Implying you know a person’s thoughts (“You a sure-fire way to kill constructive communication.
care more about sports than me”) is judgmental. Stick to the issue at hand. If you have hurtful issues
Ask questions to seek understanding and use that continue to surface because they haven’t
5. Hostile Criticism “LUV-Listening” and “I-Messages” instead of been resolved, make an appointment to discuss
Hostile, insensitive, or harsh criticism demoral- making assertions. the troubling issues with the person using
izes instead of builds and rarely gets positive the Listening Stick, Safe and Cool Scripts, and
results. Avoid these by using the steps in the Problem Solving and Negotiation skills (Lesson
“How to Give Positive Criticism” handout from
Lesson 7.
9. Flooding 5). Then put them to rest.
Extra-long comments overwhelm kids and come
across as lecturing or nagging. Be brief and to
the point, and then ask for feedback—or kids
will tune you out.
Banishing Communication Boulders

b) A family agreement to sign and post
Communication Boulders create contention, harm the happy atmosphere, and damage relationships. Here’s what to do:
WE AGREE
TO BANISH:
q Sarcasm
q Put-Downs
q Crabby-Voice
q Slash and Burn
q Hostile Criticism
q Always-Never
q Blame-Game
q Mind-Reading
q Stonewalling
THIS HOME IS
q Flooding
q Take Offense
BOULDER-FREE q Dumping
Instead of throwing Communication

Boulders when we speak, we will:
n “LUV-Listen”
n Use “I-Messages”
n Show Respect
n Welcome Reminders
Signed:

Banishing Communication Boulders Game

c) A fun way to eliminate “C-Boulders” and raise social awareness
To help family members notice how their words and voice tones affect others, play this “Banishing the C-Boulder” game. Here’s how the C-Boulder game works:
1 Have everyone in the family sign the “Banish 2 Cut out the C-Boulder pieces and put them in 3 Whenever someone uses a C-Boulder in a
the Boulder” handout. Each person should a bowl where everyone can find them. (You conversation, the person listening gives him or
agree that he or she will welcome reminders can cover the pieces with clear packing tape her a C-Boulder piece. If the offending person
when he or she forgets and uses a C-Boulder. so they won’t wear out as quickly.) apologizes and says it again nicely, he or she
can put the C-Boulder piece back in the bowl.
Otherwise, he or she has to keep it until the
family meeting. The person with the least
C-Boulders wins.
C BOULDER
C C BOULDER BOULDER
C BOULDER
C BOULDER
C C BOULDER BOULDER
C BOULDER
C BOULDER
CC BOULDER BOULDER
C BOULDER
C BOULDER
C C
BOULDER BOULDER
C BOULDER
2-9
Family Meeting Agenda and Rules

Planning for health and happiness
Use this as a guide and worksheet. Pick a set day and time when all family members can attend, like a Sunday evening. Parents can conduct or
assign a child to conduct the meeting. Hold the meeting even if only two can attend. Others may join later when they see that it is a positive
experience and that things discussed and decided there affect them. Make sure the meeting is positive and meets the needs of family members.
O U R FA M I LY M E E T I N G A G E N D A Date:
Chairperson: Calls on family members to speak, sees that each person’s opinion is heard. Ensures the agenda is followed in a timely fashion.
Note Taker: Writes down main discussion points and decisions either on note paper or on this agenda. Saves notes in binder or notebook.
1. Compliments Take turns mentioning one good thing noticed about each family member that week.
2. Coordinating Calendars Coordinate where each person needs to go, do, or have ready for coming week. It is helpful to have a calendar to write on that all can view.
3. Past Business Note Taker reads and reviews decisions made at the last meeting. Follow up on any new developments.

4. New Business Review chore charts, chore completion, allowances, rules, family activities that are being planned for the week, month, or year.
5. Value Message Teach values such as honesty, kindness, perseverance, etc.
6. Next Meeting When: Chairperson: Note-taker: Message:

7. Family Fun Have a treat and/or fun family game to end with good feelings.
FAMILY 1. USE AN AGENDA, take notes, and save past agendas for future reference.
2. ONE PERSON TALKS AT A TIME using short, respectful “I-messages.” No interrupting.
MEETING 3. EVERYONE GETS A CHANCE TO TALK, but no one has to talk.
RULES 4. NO ONE PUTS ANYONE DOWN or says his or her ideas are dumb.
5. KEEP IT SHORT AND SWEET: About twenty minutes and positive. Serve a treat or play a game after.

Apologies
Learning to apologize and ask for an apology helps heals relationships
All of us make mistakes sometimes and say or do things that hurt or offend others. When that happens, we need to take responsibility, admit we did wrong,
and say “I’m sorry.” A sincere apology removes the “hostile barb” you inflicted, allowing their emotional wounds to heal.
HOW TO HOW TO
` `
* *
APOLOGIZE ASK FOR AN

1. Admit wrongdoing.
2. Acknowledge that what you did or said was hurtful (even if it
wasn’t intentional).
3. Express sincere remorse.
4. Commit that you won’t do or say it again.*
APOLOGY
5. Express willingness to make amends. 1. Clarify in your mind how and why you feel hurt and how it
affected you. Write it down.
Example: “I’m sorry I yelled at you for spilling your juice during 2. Examine your own attitudes, words, or behaviors to see if you
breakfast. I’m sure that offended or hurt you. I feel badly about it. contributed in any way to the harmful situation, problem,
What can I do to make it up to you?” or hurt you experienced. If so, acknowledge it. (This is very
unlikely if you experienced a random act of violence.)
*One way to help you not offend again is to try Positive Practice. 3. If you feel the situation is safe to do so, calmly talk to the
Examine what you did or said that caused the hurt and choose person privately, or write them a letter, to express how you
feel using respectful “I-Messages.”
a positive opposite of the negative behavior to practice instead.
This will help you wire the new, more appropriate behavior into
your brain. Example: “I don’t know if you are aware of this or not, but when
you _____________, I felt ______________. A sincere
apology would make it a lot easier for me to feel better towards you.”
Example: “I felt really sad and hurt when you ____________.

WHAT NOT TO DO It would help me to know that you are sorry and that it won’t
if someone expresses hurt at your behavior happen again.“
1. Don’t deny there was a problem.

2. Don’t minimize the person’s hurt feelings.
3. Don’t justify your hurtful behavior.
4. Don’t become offended at their words.
5. Don’t be too prideful to apologize.

Forgiveness
Forgiving is an essential skill to find peace, happiness, health and healing
What is Forgiveness?
Forgiveness is giving up the desire for vengeance and retribution, so you can heal. It allows you to free yourself from the emotional pain
and resentment you carry as a result of someone’s offensive or harmful behavior, so you can feel a sense of freedom and peace, connect with the
innate goodness within you, and become your highest and best self. Forgiving does NOT mean you condone, minimize, or excuse the offense. Nor
does it mean you have to continue close relations with the person who harmed you or trust them again. It’s a gift to yourself and not the offender.
Forgiveness frees you from your negative past so you can make a happier future.
“Forgiveness is the powerful assertion that bad things will not ruin your ‘today’ even though they may have spoiled your past.”
—Dr. Fred Luskin , Director of Stanford University’s “Forgiveness Project” and author of the book, Forgive for Good.
Forgiveness IS... Forgiveness IS NOT...

1. A willingness to give up the anger 6. A trainable skill—any one can learn 1. Saying the unkindness or hurt was okay.
and pain caused by the offense, so to forgive. 2. Excusing people’s bad behavior.
you can feel peace. 7. A way to gain control over your 3. Denying or minimizing your hurt, or thinking
2. A gift of freedom for yourself, not feelings. you have to give up having feelings.
something you do for your offender. 8. A tool to improve your mental and 4. Releasing the person from making amends.
3. Taking back power over your own life. physical health. 5. Forgetting that the painful thing happened.
4. Taking responsibility for how you feel. 9. The key that allows you to become 6. A gift for your offender; it is a gift to yourself.
5. About your healing, not about the the hero instead of the victim.
person who hurt you. 10. A choice that everyone can make. From Forgive for Good, by Dr. Fred Luskin
Why Should I Forgive?

Holding on to resentment raises your level of cortisol (a stress hormone in your brain and body), which can damage your health. Resentment also
dampens your sense of joy, and inhibits you from accomplishing your highest goals.
How Do I Forgive? (Adapted from Dr. Fred Luskin)
You forgive when you choose to free yourself from the hurt or anger caused by another’s poor behavior. Put aside the painful memory, hard feelings,
and desire for revenge, and focus on the positive present—not the painful past. You forgive when you don’t allow the offense to keep harming you.
Steps to Forgiveness
1. Accept that life is often painful and unfair, and we don’t always get 5. Decide that you will no longer spend time thinking or feeling upset
what we hope for. But we don’t have to continue to suffer emotional about your bad experience. Make a choice to focus your thoughts on
pain from past hardships or losses. feeling grateful and looking for the beautiful and good in life.
2. Recognize that thoughts create feelings. If you frequently think on 6. If you feel safe it is safe to do so, clearly explain to the person
your hurts or losses, you will continue to feel sad. However, you (verbally or in a letter) the harm that you felt he or she did to you.
can control, and are responsible for, your thoughts, feelings, and 7. Re-write your mental script of what happened so you become the
behaviors since the negative experience(s) occurred. hero in your story by overcoming difficulties and turning the trial into
3. Realize that holding onto resentment damages your health. something good, instead of remaining the victim.
4. Decide to give up your desire to punish or get even. Hurting people in 8. If the memory surfaces, use Mindfulness Breathing to shift your
return rarely causes them to feel remorse or regret, or encourages them attention and help you remember your goals. (See Intro lesson.)
to change their behavior. Accept that only forgiveness, not revenge, will 9. If the offense was illegal, report it to the authorities and let them
give you what you really want: peace, happiness, and healing. deal with the person.

Tips for Talking with Teens

Creating positive conversations with teens
Having daily, pleasant conversations with your teens is an important part of bonding that helps keep them safe from alcohol and drugs. But it isn’t easy.
Teens claim parents only talk about uncompleted homework or chores. Parents say teens are uncommunicative and uninterested. So they both avoid
talking. But teens need parental support and guidance during these difficult years. So daily take time to begin friendly conversations on topics that
interest them—without any prying or reprimands. That will make it easier to discuss more difficult topics when you need to, like not using alcohol or
drugs, or engaging in casual sex.
Use these tips and scripts to enjoy meaningful conversation with your teen.
1. Look for opportunities 7. Ask open-ended
to talk that arise in everyday life, to start questions, often and casually, about Conversation Extenders
conversations. Also look for quiet moments— things they are interested in: music, sports,
and ask if it’s a good time to talk. celebrities, friends, TV shows, or movies; who
they sat with at lunch; what they like to do for • “What do you think?”
2. Begin by expressing fun; what they think about current events, etc.
• “How so?”
appreciation for the good things you 8. Respect their right to • “I didn’t know that.”
notice or admire about them.
have a different point of • “That’s helpful. Tell me more.”
3. Use a caring tone of view, even if you disagree. Don’t make every • “That’s interesting. Keep going.”
voice and positive body language: a smile, conversation a debate.
• “That’s a good question.”
nod, friendly face, etc. Be empathetic, positive
and encouraging throughout the conversation. 9. Encourage teens to tell • “Would you like to share more
you about problems they may about that?”
4. Give your undivided be having, and assure them that you’ll try to • “Can you be more specific?”
attention, even if they prefer to sit next understand and won’t judge or reprimand. Use
the Problem Pass. • “Good point.”
to you to avoid eye contact.
• “In what way?”
5. Use “LUV-Listening” 10. Don’t offer solutions
• “That seems important to you.”
skills of listening without interrupting; unless they ask for advice. Instead, listen,
repeating back main ideas to show understanding;
and ask what options they are considering; • “Do you want to talk about it?”
express confidence in their ability to find If they say “No”: “I’m here if you
and validating their feelings by saying things
solutions. Say, “If you would like to explore any change your mind.”
like, “That must have made you feel…That’s
of my thoughts on the subject, let me know.”
too bad.” • “I’m so sorry that happened to you…

6. Use “I-Messages.” Use 11. Ask about school. Find What can you do now?”
out which classes are hardest and offer to assist • What options are you considering?
respectful “I-Messages” to express your own
or get them help if needed. Help them finish
feelings and thoughts. Begin with “I” and then • Do you need any advice? Would you like
homework before play, TV, or social media.
respectfully state how you feel and why you feel
to brainstorm solutions?
that way. Be specific in what you want and don’t
assign blame. Avoid “You” Messages. 12. Ask about friends. Find
out which friends help kids be their best selves.
Encourage and support good friendships.
Safe and Cool Conversations

How to talk respectfully when emotions run high
Creating emotional safety: Open, honest, and respectful communication increases family bonding and fosters loving relationships. For this to occur,
people need to feel emotionally safe with one another. This is especially true in discussing a sensitive topic or talking with teens—who often feel misjudged
and emotionally stressed. Fortunately, creating an emotionally safe place only needs three things: a right attitude, improved social skills, and new “scripts” or
phrases that can cool a conversation and restore emotional safety. Focus on adjusting your attitudes, memorize the “scripts,” and practice the skills until they
come naturally. You’ll see a huge increase in personal satisfaction and bonding.
(See also VitalSmarts.com or read Crucial Conversations by Patterson, Grenny, McMillian, and Switzer.)
Right Attitudes Proven Social Skills Safe and Cool Scripts
• Value others as yourself • Use “LUV-Listening” • “Is this a good time to talk?”
• Desire to understand how others feel and • Talk in “I-Messages” • “I want to be here for you. Let me know if
see things • Use positive and kind words you just want a listening ear, or if you
• Desire to express yourself respectfully as need help or advice.”
• Use respectful voice tones and body
a peacemaker language • “What I appreciate about you is…”
• Develop pure intentions • Look for and compliment the good • “So what I think you’re saying is…”
• Cease to judge or be critical • Notice others’ body language • “Help me understand what you mean by that.”
• Be generous instead of selfish • Notice if the discussion gets tense • “How would you like things to be?”
• View others with compassion • Notice your own stress and quickly self- • “Thanks for sharing your opinion.”
• Abandon ill-will; be willing to love calm if needed (see Lesson 1 and Lesson 6) • “You must feel…”
• Respect others’ boundaries and right to • Defuse confrontations with calming • “I sense you’re feeling____. Tell me more.”
choose differently statements and questions • “I’m sorry you’re upset.”
• Desire to speak only truth • Avoid throwing any C-Boulders • “I appreciate your concerns.”
• Believe you could be wrong; freely admit • Say hard things in kind ways • “Would you like my thoughts?”
errors • If misunderstood, patiently clarify your • “I’m sorry, that’s not what I meant to
• Be willing to make amends if you offend motives and restate what you mean imply. What I meant was________.”
• Have courage to bring up hard issues in a • Be tentative with your opinions • “I’m sorry, what do you need me to do to
sensitive and kind way. • Avoid getting defensive make it up to you?” (If you offended.)
• Feel sorry when you offend • Apologize quickly for offenses • “Let me think on that and get back to you.”
• Ask openly for what you want or need • “Let’s get more facts on this and then
• Use Mindfulness techniques to calm your revisit it.”
brain, help you be non-judgemental, and • “I recognize I’m also part of the problem.”
question your thoughts and “stories.” • “Let’s take a break to cool-down.”
• “Let’s take turns getting our own way.”
• “Let’s agree to disagree for now.”
• “Let’s get outside help with this.”
• “I need your help. Would you please…”

The Problem Pass

Give your kids “a pass” from fear of sharing a problem or concern
Kids are often afraid to talk to their parents about sensitive issues or problems for fear of negative reactions. To encourage honest disclosure, create an
emotionally safe environment by giving these “Problem Passes” to your children to pre-establish your commitment to calm reactions when they share
distressing problems.
H EL P ME FEE L SAFE TO TAL K H EL P M E F EEL S AF E TO TA L K
PROBLEM PASS PROBLEM PASS

I have a problem that, if you knew about, you might get angry or I have a problem that, if you knew about, you might get angry or
upset. So even though I’m still responsible for my actions, by accepting upset. So even though I’m still responsible for my actions, by accepting
this PASS you agree to “LUV-Listen” and help me problem–solve with- this PASS you agree to “LUV-Listen” and help me problem–solve with-
out saying “I told you so,”“I can’t believe you did that,” or getting angry. out saying “I told you so,”“I can’t believe you did that,” or getting angry.




How to communicate with love and understanding
R
HOW TO HOW TO
USE I-MESSAGES BE ASSERTIVE
1. Have a respectful tone of voice.
2. Begin with “I,” then state your feelings, needs or thoughts in a 1. ATTITUDE: Have a deep respect for yourself and a respectful
respectful way. concern for others. Pause to think how they might view the
3. Describe what you want, or the thing that bothers you, in a concerning issue.
specific, non-blaming way. 2. BODY LANGUAGE: Act confident, stand up straight, have good
4. Explain the reasons for your feeling/thinking/desires: eye contact, and respect others’ personal space.
“I feel . . . when . . . because . . .” 3. TONE OF VOICE: Speak in a calm, polite, firm, controlled voice.
5. Avoid “you” messages, like: “You make me mad when . . . “ Avoid all Communication Boulders.
4. WORDS: Use a clear “I-Message” to say how you feel, to
express your needs, or make requests without sarcasm
or blaming.
HOW TO HOW TO
LUV-LISTEN RESPECT
1. LISTEN with a genuine desire to understand. Try to put
yourself in the other person’s place. Show by a comment or a
OTHERS
nod that you are listening, not thinking of your response.
1. View all persons as equal to your own self. If you start to
2. UNDERSTAND: Repeat back the main points to make sure you feel judgmental about one of their negative points, say to
understand. Ask questions to get more understanding. yourself, “Just like me.”
3. VALIDATE the other person’s feelings by expressing empathy 2. Use a respectful tone of voice when you talk.
for their feelings or point of view, even if you disagree.
3. Never thrown Communication Boulders: yelling, swearing,
4. Say something like, “I see why you feel that way.” Express sarcasm, cross or angry tone of voice, put-downs, blaming,
confidence in his or her ability to find a solution if he or she criticizing, or taking offense. (See the complete list on
has a problem. handout 2-7.)
4. Be assertive, not aggressive or passive.
5. Use life’s five most important words often: “I love you” and
“I’m sorry.”
6. If you say you are sorry, then you should really mean it. Ask
what you can do to make it up to the person you hurt.

The Five Rs for 1- Rules

2- Rewards
3- Responsibilities
a Happy Home: 4- Routines

5- Happy Rituals
FAMILY GOALS:
1. Decide and write down family rules,
commit to obey them, and track
compliance.
2. Determine rewards for obeying the
family rules:
a) Write down the rewards.
b) Make a Reward Jar.
c) Track rewards and praise.
3. Divide family responsibilities; make a
family chore chart; decide on pay or
privileges earned; track compliance.
4. Decide and post family routines such
as bedtime, getting up, etc.
5. Decide and implement one happy
family ritual to build loving family
relationships.
l The 5 Rs can help you: FAMILY FUN:

a) Prevent chaos in the home Have kids choose which charts and
rewards from the “Rewards Tracking”
b) Increase good behavior
sheets they want to use. Cut out and
c) Build loving relationships assemble the spinner. Serve treats.
l Decide family rules and rewards; POWER PHRASE:

reward obedience to rules “Rules, rewards, and responsibilities
help create order in a home
l Divide family responsibilities and train children to become
responsible, thoughtful adults.”
l Set up family routines and happy rituals
Our Family Rules!

Standards to live by that keep us happy and safe
Together as a family, create rules that establish rights and responsibilities, teach children pro-social values, and keep them safe. When children help make
rules, they are more likely to obey them. Next, establish rewards for following family rules. The following week, add negative consequences for breaking
them. Rules that are fair, firm, and consistently reinforced and enforced, help children feel more secure and develop better self-control.
Rule Reward Consequence
10

Family-Friendly Rules
Family rules help you know the right path, stay safe, avoid trouble, and make a happier home. You can do your part by following your family rules and
encouraging others to do so as well.
Write down each of your family rules below. Give yourself 0 to 5 points each day acording to how well you
obeyed each of your family rules during the week.
RULE 1 MON TUES WED THURS FRI SAT SUN
WHY IS THIS RULE USEFUL?

Family-Friendly Rules
Family rules help you learn right from wrong, stay safe, avoid trouble, and make a happier home. Your job is to follow your family rules and help others to
follow them, too.
Write down each of your family rules below. Give yourself 0 to 5 points each day acording to how well you
obeyed each of your family rules during the week.

Track and Reward for Good Behavior

Introduction
THE CONCEPT: One of the best ways to When choosing rewards, make sure children find Rewards can be enhanced by making earning the
change behavior is to pay attention to and reward the rewards enticing by having them fill out the reward be entertaining and introducing an element
the behaviors you want. The most powerful re- “Rewarding Rewards” handout. Some rewards of surprise—like a spinner or dice to have luck
ward is praise, which is a social reward. Another can be small for smaller achievements and some determine which reward the child receives. (See
social reward is spending time with your child. can be larger for significant progress. Make sure handout 3-14.) Change the rewards over time
Other effective rewards are privileges (like T.V. the rewards are on-hand and easy to give. Chil- to keep your child’s interest high. As behavior
and gaming time, special outings, extra bedtime dren earn points to receive rewards by practicing changes for the better, choose new behaviors to
stories, time with friends) and material rewards the desired behavior, setting up a tracking chart, work on and reward.
such as money, toys, treats, or a Driver’s License. and daily doing the behavior.
HOW TO SET REWARDS: HART: Let your child choose a tracking

4. C Example
chart (see examples in handouts). Fill it out and Keeping his room clean is Ben’s new goal. He and
1. CHOOSE the behavior you want your child
be clear about what your child must do to earn his parents decide that “bed made” means the
to do and write it down. Begin with a behavior
a move on the chart and receive a reward. (If sheets and blankets are pulled up and off the
that is not too hard to achieve. You can then
you are using a very long “Dot-to-Dot” chart, floor. “Clothes away” means all dirty clothes are
tackle more difficult behaviors. (If you want
divide the chart into sections, with a special put in the laundry basket; all clean clothes put
your child to stop doing a negative behavior,
activity at the end of each section.) away properly. “Toys away” means that all toys
decide what its opposite is; that becomes the
are in the toy box. His parents will check Ben’s
behavior goal.) EWARD: Put the chart and the dice or
5. R
room each day at 7:30 p.m. Ben chooses a “Dot-
spinner in a place where they will be easily
RACTICE: Break down the new behavior
2. P to-Dot” chart and will circle a dot and receive
seen. Be interested and enthusiastic when your
into small doable steps you can teach your a point every day his room is clean. His parents
child marks the chart.
child and have him or her practice the behavior. circled every fifth dot in red; when Ben reaches a
Decide on the how the behavior will be AKE IT EASY: Set up your child’s
6. M red circled dot, he uses the spinner to discover his
measured—how your child knows he or has environment for success—make it easy to reward. He will recieve the special reward when
accomplished it. do the new behavior. (See Lesson 7 handouts the chart is finished.
“Contracts for Change” and “Positive Criticism”.)
EWARD: Decide what reward your
3. R Sporatic Rewards
child likes and how it will be earned (number RAISE: Praise your child every time you
7. P When the behavior becomes a habit, switch to
of points required, etc.). Have the rewards see him/her doing the new behavior and have sporadic rewards by only rewarding when the
on hand. him/her note it on the chart. dice rolls or spinner lands on specific numbers.
T I P S F O R S U CC E S S I N U S I N G C H A R T S A N D R A N D O M R E WA R D S
1. Check your child’s chart each day at the 3. Be sure your child gets the Reward he or she 7. Involve an element of surprise such as a
time you set. Be sure your child is there and earned that day NO MATTER WHAT! spinner or dice to indicate the reward.
participating.
4. Ignore your child’s arguing or begging in an 8. Change rewards occasionally to keep your
2. Look for something you like and praise it. effort to get the reward without complying. child’s interest high.
Be sure your child knows what he or she did
5. Don’t give any of the Rewards at any other 9. Change the behaviors on the chart after your
right and what is expected. Do not scold for
time, for any other reason. (If they get them child learns to do them well.
missed behaviors. Your child simply misses a
anyway, why should they work for them?)
chart move for the day. 10. Keep it happy and fun.
6. DO NOT take away an earned star or move for
unwanted behavior.

Making Rewards Rewarding

Let your kids choose what rewards they enjoy most
For rewards to reinforce good behavior, kids have to find them actually rewarding. So ask kids what they like best, help them fill out this form, and use that for your
guideline. There are three types of rewards: Social Rewards, Privileges, and Material Rewards. Kids enjoy social rewards the most; but also enjoy earning privileges
and things they want. When kids earn their rewards and privileges, they receive more pleasure from them than if they got them free. Distinguishing between a child’s
rights (food, shelter, safety, clothing, education, and love) and privileges (everything else) will help you use things you are providing already, or new things kids
want, as a rewarding reward.
1. Make the Reward rewarding—and fit the size of the Reward to the amount of effort expended
6 2. Reward immediately—but only AFTER the good behavior; never before or for future “promised” behavior
3. Tell exactly what behavior you liked
Rules of 4. Smile; be enthusiastic, show you are pleased
Rewarding 5. Reward consistently when starting out; when behavior is well established, switch to sporadic rewards using dice.
6. Don’t offer a reward to stop bad behavior. (“Stop crying and I’ll give you a treat.”) Trains kids to misbehave for rewards.
Social Rewards Privileges Material Rewards

A parent’s positive attention, time, Special outings, TV time, video Money, treats, things you buy,
and sincere praise; use “40 Phrases game time, extra bedtime story, make, barter for, download, or sew
That Praise” handout from Lesson 1 movies, getting a Drivers License

Reward Jar
Rewarding good behavior by providing positive consequences
We all like to receive recognition and rewards when we perform well or do Family Fun: Have your kids
REWARDS
a good deed. These motivate us to repeat such actions. Write in the spaces decorate a Rewards Jar. The following
below various rewards that family members would like to receive for com- items can be helpful:
pleting the “Family Responsibilities” worksheet as well as other behaviors • Colored paper, cloth, or paint
you would like to encourage. Make sure these are rewards you and your • Family photos
WAY Good
child agree on. When a child does well, IMMEDIATELY PRAISE AND SAY TO GO! Behavior • Pictures of rewards (like an ice
THEY EARNED A REWARD SLIP. Allow them to pick it immediately or have Pays Off cream cone, video game time,
an appointed family time when the child can choose a reward from the jar etc.) cut out from magazines
and be praised in front of the family. or drawn by the child

Family Responsibilities and Chores

Tracking Sheet
A long term study showed that kids who did assigned chores as children and teens were more responsible, competent, self-reliant and had higher self-
esteem as young adults than those who did not. Research also showed that kids who do not have to do chores or help around the house were more likely to
be self-centered and at a greater risk for depression.
Use this as a worksheet to help children understand what it takes to run a home, and help them share in the Responsibilities. Pick a set day and time when
all family members can attend. List responsibilities and divide up fairly, according to age and ability. Supply training as needed. (For great chore-assigning
tips see: “The Big Book of Parenting Solutions” by Michele Borba.)
W H O D O E S W H AT W H E N
Responsibility Person responsible To be completed when

Chore Chart
Help kids become responsible by tracking and rewarding chores
Kids need a visual tracking chart to serve as a reminder and monitor progress. Use this or find online charts: www.kidsallowancebank.com or myjobchart.com
KEEPING TR ACK HELPS GET THINGS DONE

Name Chores When (Day/Week/Month) M T W Th F S S Reward

What Chores Can Young Kids Do?

Young kids build skills and self-esteem as they help with family chores
Young children usually enjoy helping with chores if 1) they are trained in the skill, 2) the job is within their abilities, 3) their physical environment is set up for
their success (unbreakable dishes, lower cupboards, stools to help them reach, etc.) and 4) they receive lots of praise for their efforts.
Below are some chores young children can do. Start with only one or two chores, then add as they get older. Set up a reward system so children can check off
completed chores and earn points toward things they like. Don’t criticize if the chores are not well done at first. Praise even the smallest attempts. If children are
reluctant to help, emphasize that because they have the RIGHT to live in the home, they have a RESPONSIBILITY to help take care of it. (TIP: Children with ADD
may have trouble staying on task or figuring out how to organize. Ask them to report back to you or let them work as a team with someone. Don’t assign them
jobs that need to be done before someone else can do their chore, like unloading the dishwasher so another sibling can load it.)
AGES 2–3 AGES 3–4
• Wash hands and face • Wash and dry their hands and face
• Brush teeth • Dress self—except for some fasteners
• Undress self (may need some help with fasteners) • Put unbreakable plates and silverware on the table
• Choose between two articles of clothing • Dust furniture (provide a dust mitt or large sock for their hands)
• Pick up toys and put away • Wipe up their accidental spills
• Put library books in a basket • Help make bed (TIP: Sew 2 top sheets together, insert blanket and
• Put silverware and napkins on the table secure into corners so there is only one piece to make bed.)
• Clear own dish off the table • Help make a grocery shopping list
• Help unload clean silverware from dishwasher (except sharp knives) • Help put groceries away
• Pick up things they dropped while eating • Help unload dishwasher—will need help putting dishes away
• Help carry cans or small boxes from grocery bags • Help in the yard or garden
• Feed pets on schedule
AGE 5 AGE 6
• Dress self without help • Brush hair—may need help with long hair
• Make bed • Tie shoes
• Pick up toys and clothes in room and put away • Help clean out the car
• Help separate laundry into colors and whites • Help wash the lower parts of the car
• Help fold clothes (small things) and put away • Empty wastebaskets
• Help with family meal planning and buying groceries • Prepare cold cereal and toast for breakfast and clean up after self
• Set the table • Help Mom or Dad fix dinner
• Help clear the table • Break up lettuce for a salad
• Help wash dishes or help load dishwasher • Make simple dishes or desserts
• Unload dishwasher (may need help putting things away up high) • Help wash and dry dishes
• Make own sandwich, put things used away • Wash out the kitchen sink (need a stool, apron, soapy dishcloth)
• Pour own water, milk, or juice • Help fold laundry, mate socks, and put clothes away
• Help put ingredients in a bowl for cooking • Wash fingerprints off doorjambs
• Help stir or hold mixer while baking • Sweep up dirt with small hand-broom and dust pan
• Help with yard work • Help with additional yard work

Stress-Busting Routines
Positive routines reduce chaos, foster freedom and peace
Establishing positive routines in each of the five areas below will reduce family stress, improve children’s emotional health, and assure that the things most important
to you get done. Together, decide routines that work best for your family, and try to stick with them. Problem-solve until you get the results you want.
1. Sleep
Bedtime Wake up Bedtime duties/hygiene
2. Dinner
a. Who buys food? When? (buy brain-healthy food; avoid junk)
b. What’s for dinner? (plan weekly; include veggies, fruit, whole grains, lean protein)
c. When is dinner? (weekdays) (week-ends)
d. Who fixes food? and and
e. Who cleans up? and and
3. Study, Learn, and Work

a. Homework Study-Time Routine:
i. Time (weekdays) Place: How long?
ii. Time (weekends) Place: How long?
b. Reading (when and for how long)
c. Laundry:
i. Who does it? When
ii. Who does it? When
d. Practicing talents and skills (make charts with day, time, and for how long)
e. Chores (make chore charts, list duties, when each is to be done)
4. Play, Plan, Progress (“My Time”, Family Meeting, Personal Meetings, Exercise, etc.)
a. Family Play-time One-on-One Play-time
b. Weekly Family Meeting (day) (time)
c. Pleasant Personal Conference (days) (time)
d. Exercise (thirty minutes, five days a week) What? When?
e. Other Day Time
5. Financial
Plan Income and Spending: Date Time Review it: Date Time
Describe your plan to track spending

Happy Family Rituals

Create special moments to increase family love and bonding
A happy family ritual is a set, loving way of saying or doing something that enhances an event’s meaning and promotes family bonding. These include tender ways
of greeting each other or ways to say, “I love you.” (“I love you bigger than the sky!”) Some families have a nighttime ritual that includes reading a bedtime story, or
giving back rubs and songs to help a child feel loved and secure. As teens grow, it could be a special snack when coming home from school while sharing the “best and
worst part of the day;” or a quiet bedtime chat ending with, “I sure love you. Thanks for being my son or daughter.”These moments help family members feel loved
and appreciated. Whether your family ritual is daily—like pausing tenderly to give welcome home hugs, a special greeting, and a long look into a child’s eyes; or kisses
whenever you see a rainbow—be sure to do it happily and regularly, so kids can count on it.
Below, list the happy family rituals you already have and ask: “Are our happy family rituals adequate to produce family bonding? How can we make them more mean-
ingful? What happenings occur on a daily or weekly basis that we could enhance with a loving moment?” Get family input; write down your ideas. Then begin another
happy family ritual.
Our Happy Family New Happy Rituals Happy Family Ritual

Rituals to Begin Ideas
• Greeting: special saying: “What did you bring

home from school today—besides your
beautiful brown eyes and your happy sweet
smile?”; take time to kiss
• Departing: group hug; special sayings: “Make
it a great day!”, “Give me four things: a kiss, a
hug, a high-five, and a ‘I love you!’”
• Nighttime: songs, stories, back rubs, hugs,
calm music, prayers
• Morning: hugs, music, exercise
• Mealtime: “compliment the cook”; ask a
blessing; use Conversation Jar
• Sharing Values: memorize a saying, add a star
to the Values Chart
• Spiritual: prayer, reading an uplifting thought
or verse of scripture, lighting candle
• Holiday: hang valentines in bedroom doorway;
put a special star on a Christmas tree for each
child and share story of their birth, and why
they’re special to you
• Seasonal: sharing spring tulips or daffodils;
raking fall leaves and jumping in the pile
• Memorial: singing a departed loved one’s
favorite song while placing a flower on
his or her grave
• Other: special hand-squeeze that means,
“I love you”


Bee Good Chart
Write the skill or behavior to be practiced at the bottom of the beehive. Place a small sticker or mark on the poster each time that the skill or behavior is
practiced. Behaviors could be making the bed, obeying the first time, accepting “No” nicely, putting clothes away, etc.
Bees are known for their hard work and their positive effect on their own family or hive. A hive is like a home—everyone has a job to do to make the family
run happily and well. If everyone does their part, pure sweet honey is the reward.
Better beehavior beegins with me.
SUN
MON
TUES
WED
THU
FRI
SAT
GOOD BEHAVIORS GOOD BEHAVIORS GOOD BEHAVIORS
B E H A V I O R S


High-5s
Record the behaviors you want to track and reward in the boxes below. Use a star to mark each day that a task or behavior is achieved. Behaviors could be
doing a daily chore, meeting curfew, doing homework on time, being nice to a sibling, etc.
An alternative to using stickers is using a rating system. For example, you can rate the performance from 1-5, 5 being excellent and 1 the least acceptable.
Write the score on the poster each day. At the end of the week add up the score. Pick a minimum score, such as 25 or 28 that earns the reward. Give a bonus
for extra high points.
BEHAVIOR: SUN MON TUE WED THU FRI SAT


Brain Gain Chart
When we improve our behavior by learning and practicing a new skill, we wire our brain to be more effective. Decide how often to give a reward by
circling with a colored pen or pencil certain dots, such as every third or fourth dot. Have your child draw a line between the dots as he or she
accomplishes what is expected.
What seems like the end... ...is only the beginning of

something better
37 34 30 29
35 33
36
31 28
32
27
26
22 25
23
22 23
24
21
20
18
19
17 15
14 10
16
13 11
12
9
8 7
6
REWARD:
What I will do to earn the reward: 5
3
4
All progress starts 1 with the first step


Earning Your Stripes
Write the behavior to be learned and the reward to be earned below. Circle which stripes you will use as short-term rewards. Have your child color in the stripes as
he or she completes assigned tasks or does the behavior.
What seems like the end, is only the beginning of something better.
All progress begins with the first step.
5 8 15 20
1 3 10 28
16 19 25
12 21 30
2 6 13 27
4 9 23 26
11 22 24
7 17 18
14
29
SHORT-TERM REWARDS:
REWARD:
What I will do to earn the reward:

Rewards Spinner
Random Reward Games
The idea of a spinner is to provide an element of fun and surprise as to what the reward will be once the opportunity for a reward is earned. (You can also make a
spinner with a paper plate and a bobby pin.) Write the rewards that you and your child have determined in the numbered pie shaped pieces. Either roll a dice or
make and use the spinner to determine the number of the reward they get.
One dice works

well if you’d rather
D R E not make a spinner.
R
A W
W A
E R
1. For the pointer axel, bend the
innermost end of a paper clip up
R
D
at a right angle. Bend the
rest into a triangle as
shown below.
D
R
Paper Clip Axel
E
R
2. Cut out the pointer in the

bottom left corner of this page.
W
Poke the end of the paper clip axel
A
through the hole and then take

back out. Fold the pointer’s far
W
A
outside edges inward on the dot-
ted lines. Fold inward again until it
meets in the middle.
R
E
D
R
3. Cut out the spinner square on

R
D
the left, turn over, and poke the

E end of the paper clip axel through
R the center. Tape to the bottom side
W
A of the spinner as shown below.
A 4. Put the pointer on the axel and
W R tape the middle as shown above.
E
5. Write the rewards in the pie
R D
shaped pieces of the spinner and
spin away!
Spinner
Pointer

How to have good rules, routines, rewards, and rituals
HOW TO HOW TO
MAKE GOOD SET UP POSITIVE

FAMILY RULES ROUTINES
1. As parents, write down the values, beliefs, and pro-social 1. Use the handout on routines to examine six areas of family
behaviors that are important to you. life that could use some improvement. Choose one new
2. Invite your children to a family meeting to help make family rules. routine to add structure and relieve stress. Write it below:
Share your list of values and behaviors that you want to have
to create order and good family relationships in your home.

3. Ask family members to brainstorm ideas for family rules that
would create those attitudes and behaviors. Together, choose
the best ones and write them down. Have everyone sign their
agreement to follow the rules and track progress.

4. Evaluate at the end of the week and month to see how it
went. Make adjustments to the rules if needed.
HOW TO HOW TO
REWARD GOOD MAKE HAPPY

BEHAVIOR FAMILY RITUALS
1. Decide which behavior(s) you want to reward. 1. A happy family ritual is a small, loving way of saying or doing
2. Have your child choose a reward he or she enjoys (one you things on a regular basis that helps family members feel
can afford and that fits his or her efforts.) loved and appreciated.
3. Have your child choose a tracking sheet. Decide on the 2. Look at the ways you daily interact in common situations with
number of points needed to earn the reward. family members. Decide to add a ritual to your usual ways of
4. Give reward points immediately after the good behavior. doing things that will help family members feel loved.
Smile, be enthusiastic, show you are pleased, and tell exactly 3. Look at happy families around you, or do research online, to
the behavior you liked. find happy rituals you can do in these five areas: bedtime,
5. Give the reward only AFTER the good behavior. greeting each other, mealtime, celebrating successes, and
birthdays.
6. Reward consistently at first; then after it becomes a good
habit, explain that you will be switching to sporadic rewards. 4. Present your ideas at a family meeting. Choose the ones you
Then switch the reward to a new behavior to work on. all agree on. Set up reminders.
7. Don’t offer a reward to stop bad behavior.

Limits and Consequences

FAMILY GOALS:
1. Commit to use Positive Discipline;
study and follow the handout.
2. Track rewards and consequences.
3. Use Positive Practice to teach family
members to do the following:
a) Follow directions
b) Accept “No” nicely
c) Stay calm in consequences
4. Decide consequences and write them
on the “My Family Rules!” handout.
5. Make a Chore Jar
FAMILY FUN:
Play the game “Truth or Consequence.”
Make two jars labeled “Truth” and
“Consequences.” Put slips with funny
questions in the “Truth Jar” and put
funny consequences or stunts in the
l Establish limits and reasonable “Consequence Jar” that people must
consequences and then follow perform if they answer with a lie instead
of the truth. Each person pulls out a slip,
through calmly reads the question aloud, and either tells
the truth or picks and does a consequence.
l Decide and post “My Family Rules!”
with consequences
POWER PHRASE:
“Punishment creates resentment
and doesn’t produce lasting change,
l Make a Chore Jar for while Positive Discipline produces
breaking rules long-term good behavior, and better
family relationships.”

Positive Discipline
Adding mild consequences to your rewards program increases good behavior
Seven Steps of Positive Discipline Put Positive Discipline into Practice

1. Teach the behaviors you want using “Positive Practice.” Teach good behavior using Positive Practice
(“Positive Practice” is teaching kids the specific steps of pro- 1) Name the skill and say how it will benefit your child.
social good behavior.)
2) Explain the steps.
2. Decide on negative consequences ahead of time; discuss them
3) Ask questions to check for understanding so you’re sure your
with your children. (Short, mild consequences work best.)
child knows what you expect.
3. Give clear directions.
4) Help your child practice the skill using several pretend situations.
4. Remain calm.
5) Provide feedback and praise.
5. Give a Warning Cue.
Use Positive Practice to correct misbehavior:
6. Be consistent in giving consequences every time.
1) Show empathy for your child’s feelings. (Don’t use “but.”)
7. Make sure your kids know they are loved.
2) Describe what your child did wrong. (“Just now, you...”)
3) State the correct thing your child needs to do.
4) Give a consequence that can be reduced if your child practices
Teach Behaviors You Want
Use “Positive Practice” behavior. willingly.
5) Invite your child to practice the skill—and praise their performance.
Give Clear Direction Follow the rules for choosing consequences:
“Please...” 1) Consequences need to match the severity of the misbehavior.
2) Kids need to know what the consequences are beforehand.
Wait 10 Seconds 3) Consequences need to be mild and of short duration.
4) Consequences need to involve a “response cost” (e.g., it costs
the kids something in time, effort, or money.)
Follows Direction Ignores Direction 5) Consequences need to be given calmly and not in anger.
6) Consequences need to be followed by expressions of love.
How to give Clear Directions:
Compliment Warning Cue
“You need to…” or 1. Get your child’s attention.
“Remember the rule...” 2. Give lead-time warning if possible.
3. Tell exactly what to DO; explain what, how, and when you want
it done.
Wait 10 Seconds
4. Be brief (don’t follow with long explanation).
Ignores Direction 5. Tell, don’t ask.
(or says he or she will and doesn’t) 6. Use a firm, but polite, voice.
7. Follow through. (“Follow through” means stand near your child;
Follows Direction Give negative give one Warning Cue. If they don’t obey after the Warning Cue,
consequence give consequence.)
Directions that DON’T work:
Compliment a) Chain directions b) Vague directions c) Question directions
Express Love
d) “Let’s...” directions e) Directions followed by a long explanation

Choosing Effective Negative Consequences

Replacing punishment with consequences that work
A negative consequence is effective when it helps bring about long-term positive change in a child’s behavior, while still preserving a loving parent/child
relationship. The difference between punishment and positive discipline is intent: the intent of punishment is to inflict pain; the intent of positive discipline
is to train a child in positive, pro-social behaviors. Punishment is ineffective because it does not bring about long-term change (i.e. you can’t punish
people into lasting good behavior), and it harms relationships so children don’t want to please you. Choosing consequences ahead of time enables you to
be fair (kids know what to expect), fit the consequence size to the misbehavior, and teach missing skills to help your child improve long-term behavior.
Consequences should include a”response cost”—the time, effort, or money the child needs to give to “make it right.”
Effective consequences include the following:
• Positive Practice (practice the missing social skill that led to the misbehavior) • Make it right (apologize and fix the mistake)
• Extra chores (choose a chore from the Chore Jar) • G rounding from privileges or possessions for a short time (6–24 hours)
• Time out (effective for kids ages 2–12) until the child does Positive Practice or makes it right
EFFECTIVE NEGATIVE CONSEQUENCES ARE: DRAWBACKS TO PUNISHMENT INCLUDE:

1. Mild: Doesn’t cause physical or emotional harm 1. Fear and resentment: Kids won’t like or respect you,
2. Kind: Doesn’t involve anger, yelling, humiliation, or threats making it hard for them to obey you or accept your values
3. Logical: Results logically from the misbehavior 2. Two-faced behavior: Kids only behave when you’re around
4. Instructive: Involves practicing the missing skill 3. Imitation: Children hurt others (including you when they’re grown)
5. Understood: Agreed upon beforehand 4. Low self-esteem: Children think parents don’t love them
6. Simple to give and track (ex. “Chore Jar” and “Tracking Sheet”) 5. Hard to control: Kids build up tolerance to pain;
parents escalate and become abusive
7. Consistent: Negative behavior results in negative consequence
6. Ineffective: Usually fails to produce lasting change
8. Loving: Followed by a sincere expression of love
7. Insecure attachment: Failure to bond with parents;
9. Safe: Never violates a child’s basic human rights to food, shelter,
negatively affects future relationships
emotional and physical safety, love, or education
8. Harsh physical consequences lowers a child’s IQ
PRE-PLANNED NEGATIVE CONSEQUENCES

As a family, discuss negative behaviors and decide on negative consequences ahead of time. Write them in the spaces below.
Minor Offenses Medium Offenses Major Offenses
Behavior Behavior Behavior
Consequence Consequence Consequence

Chore Jar
Encourage good behavior through constructive consequences
The best way of changing behavior is to reward kids for doing a misbehavior’s Family Fun: Have your kids
“Positive Opposite.” But sometimes they also need a mild, easy to administer decorate a Chore Jar. The following
negative consequence. A Chore Jar with slips listing extra chores (that are items can be helpful:
not a child’s normal jobs) makes this easy. (Slips can also be color-coded for • Colored paper, cloth, or paint
difficulty.) When kids misbehave, they have to randomly pull out a slip and • Family photos
do the chore before they play. Keep track of the slips on the “Calm Conse- • Pictures cut out from magazines
quences” tracking sheet. Extra Chores provide a “Response Cost,” teach kids
useful skills, and keep the house cleaner. It’s a win-win for everyone.
CHORES Work to Clean Up Your Act

EXAMPLES OF EXTRA CHORES: Shake rugs; sweep stairs, front or back porch,
remove cobwebs in each room; dust picture frames; clean window(s);
dust shelves; wipe baseboards with damp rag; clean handprints off doors,
doorjambs, and light-fixtures; scrub the shower or bathtub grout with
toothbrush; wash, dry, fold and put away an extra load of laundry; scrub
the fronts of kitchen or bathroom cupboards; scrub fronts of dishwasher,
oven, or fridge; sanitize kitchen counters with anti-bacterial wipes; clean
microwave inside and out; sweep under the kitchen table; clean and polish
all the mirrors; empty all the trash; dust lamp shades, clean a toilet, vacuum
or sweep one or more rooms.

Calm Consequences Reduce Conflict

Staying calm when children misbehave is possible when you develop the right attitudes and skills. Here are some ideas to help:
Attitude #1: “I want to be a personal trainer for my child, not a punisher.” Skill #3: Use this pattern to help you give calm consequences:
Attitude #2: “Anger makes my brain less effective, distracts my kids from 1) “I understand you feel . . . “ (Express empathy.)
what I want him to learn, and harms relationships.” 2) “Just now you . . . “ (Say what they did wrong.)
Attitude #3: “I can choose to not be angry.” 3) “What you need to do is . . . “ (Tell the skill they should have
used instead.”
Skill #1: “As soon as a child misbehaves, take a deep, calming breath before 4) “For choosing to . . ., you have earned a negative consequence
saying anything.” of . . . “
Skill #2: When a child misbehaves, think of it as a teaching moment, and 5) “If you want to practice the skill of . . . right now, we will reduce
ask yourself, “What skill is my child missing in this situation?” the negative consequence to . . . “
Date Child Misbehavior Consequence Given Received

Calmly Calmly

I Stayed Calm!
When you make mistakes, like disobeying family rules or harming yourself, others, or things (including animals), you may receive a negative consequence.
The negative consequence helps you know when you made a wrong choice, and you know you need to change your behavior to have a happy, successful life.
If your parent gives you the negative consequence kindly and calmly, then it can help you be a better person. If you can learn to stay calm when you get a
negative consequence, it shows you are developing more self-control—and you will receive fewer negative consequences.
Write down the answer to these questions for each negative consequence you receive this week:
a) What did YOU DO to receive a negative consequence?
b) What was the CONSEQUENCE?
c) Did your parent stay calm while giving the negative consequence to you?
d) Did you stay calm while receiving the negative consequence?
a) Mistake I Made b) Negative Consequence c) Was My Parent Calm? d) Did I Stay Calm?

I Stayed Calm!
When you make mistakes, like disobeying family rules or harming yourself, others, or things (including animals), you may receive a negative consequence.
The negative consequence helps you know when you made a wrong choice. If your parent gives you the negative consequence kindly and calmly, then it can
help you be a better person. If you can learn to stay calm when you get a negative consequence, it shows you are developing more self-control—and you will
receive fewer negative consequences.
Write down the answer to these questions for each negative consequence you receive this week:
a) What did YOU DO to receive a negative consequence?
b) What was the CONSEQUENCE?
c) Did your parent stay calm while giving the negative consequence to you?
d) Did you stay calm while receiving the negative consequence?


How to get along with parents and everyone else
Social skills, like these, help children function well in society and develop “emotional intelligence”—the ability to manage emotions and respond in a
pro-social way. Have kids memorize the steps of each skill and practice different pretend situations using them. Reward them for practicing; then track
and reward real-life performance. When kids forget to use the skills, have them do “Positive Practice.” For more social skills, see “Teaching Social Skills
to Youth” at www.boystownpress.org.
HOW TO HOW TO
DEVELOP
IMPULSE CONTROL
1. Practice Mindfulness Breathing for 2–5 minutes night and
FOLLOW
INSTRUCTIONS
morning to train your brain to focus.
2. Choose one weak area in your life where you need impulse
control. Make a plan of what to think and do when you are 1. Look at the person who is speaking to you.
triggered to be impulsive. Then courageously follow your plan. 2. Repeat the instructions and say okay.
3. When you are tempted to be impulsive, take three deep breaths 3. Do what is asked and do it the best you can.
through your nose and ask yourself the W.I.S.E. question: 4. Report back when you’ve finished.
W = Will everyone say it’s ok if I do or say it?
I = Is it true and necessary?
S = Will this help me be my highest and best self?
E = Do I want everyone to do it to me?
4. Redirect your thoughts to a more positive thing to do; then do it.
HOW TO HOW TO
ACCEPT STAY CALM

IN CONSEQUENCES
NO NICELY
1. Look at the person who is speaking to you.
1. Take a deep calming breath.
2. Look at the person with a polite face.
3. Remind yourself to be calm.
2. Calmly ask for a reason if you don’t understand.
4. Don’t argue.
3. Say “okay” and thank the person for listening.
5. Say “okay” in a neutral voice tone.
4. If you disagree, you may calmly bring it up later. However,
after two times the discussion is over.

Skills for Successful Parenting

How to handle stressful situations
These cards contain tips that cover some common parenting challenges. Memorize the steps and use them regularly to reduce parent stress, help your
kids have better behavior, and make your job as a parent more fun and enjoyable.
HOW TO DO HOW TO
POSITIVE CONFRONT
PRACTICE NEGATIVE BEHAVIOR
1. Find a good time to talk privately and calmly.
2. Describe the behavior you observed.
1. Name the skill and say how it will benefit your child. 3. Ask what happened.
2. Explain the steps of the skill. 4. Ask what the child could have done differently.
3. Ask the child to repeat the steps. 5. Ask what the child can do to correct behavior and
4. Have your child practice the skill several times make amends. Give consequence if needed.
using pretend situations. 6. Ask the child to practice the correct behavior.
5. Provide feedback and praise. 7. Express love.
HOW TO HOW TO
GIVE CALM
CONSEQUENCES
HANDLE
CHILD RAGES
1. Stay calm and talk privately with your child. 1. Stay calm. View it as a teaching opportunity.
2. Express empathy: “I understand how your feel...” 2. Recognize a child has a right to feel angry, but not the right to
behave badly.
3. Describe behavior: “Just now you...” (Don’t begin with “But...”)
3. Say, “I understand you feel angry. We will talk about this when
4. Give the consequence: “For choosing to ______, you earned
we both feel calm.”
_______ [consequence].”
4. Walk away. Don’t attempt to reason with a raging person.
5. Reduce consequence if they do positive practice and make
amends. 5. When calm, discuss the situation; give consequences for
bad behavior.
6. Express love.
6. Use up Positive Practice to teach missing skills that calm rage.

Skills for Successful Parenting

How to correct behavior
These cards contain tips that cover some common parenting challenges. Memorize the steps and use them regularly to reduce parent stress, help your
kids have better behavior, and make your job as a parent more fun and enjoyable.
HOW TO USE HOW TO
7 STEPS OF GIVE CLEAR

DIRECTIONS
POSITIVE DISCIPLINE 1. Get your child’s attention.
2. Give him or her a warning ahead of time, if possible.
1. Teach the behaviors you want using “Positive Practice.” 3. Tell him or her exactly what to do. Explain what, how, and
(Positive practice is teaching kids the specific steps of each when you want it done.
good behavior you want them to do and helping them 4. Be brief (don’t follow with a long explanation).
practice it.) 5. Use “please” and then tell, don’t ask.
2. Decide on negative consequences ahead of time and 6. Use a firm, but polite, voice.
discuss them with your children. Remember, short, mild
7. Follow through to make sure he or she did what you asked.
consequences work best.
You can follow through by standing near your child and start
3. Give clear directions. by giving one warning cue. Wait ten seconds, and if they
4. Remain calm. don’t obey, then give the consequence.
5. Give a warning cue. 8. Here are some directions that DON’T work: chain directions,
6. Be consistent. Give the right consequence every time. vague directions, question directions, “Let’s . . . directions,” or
7. Make sure your kids know they are loved. directions followed by a long explanation.
HOW TO USE
POSITIVE PRACTICE TO CORRECT MISBEHAVIOR
1. Show empathy for your child’s feelings. Don’t use “but” or it negates your empathy statement.
2. Describe what your child did wrong. Example: “Just now you . . .”
3. State the correct thing your child needs to do. Example: “What you need to do is . . .”
4. Give a consequence that can be reduced if your child practices the correct behavior willingly. Example: “For hitting your sister, you need to take
two yellow slips from the chore jar. But, if you practice talking about it nicely instead of hitting, you only need to take one slip.

Track and Reward Positive Practice

Brain Gain Chart
When we improve our behavior by learning and practicing a new skill, we wire our brain to be more effective. Decide how often to give a reward by
circling with a colored pen or pencil certain dots, such as every third or fourth dot. Have your child draw a line between the dots as he or she
accomplishes what is expected.
What seems like the end... ...is only the beginning of

something better
37 34 30 29
35 33
36
31 28
32
27
26
22 25
23
22 23
24
21
20
18
19
17 15
14 10
16
13 11
12
9
8 7
6
REWARD:
What I will do to earn the reward: 5
3
4
All progress starts 1 with the first step


High-5s
Put a small sticker or mark each time a skill or behavior is practiced. Skills could include staying calm, obeying the first time, accepting “No” nicely, etc.
An alternative to using stickers is using a rating system. For example, you can rate the performance from 1-5, 5 being excellent and 1 the least acceptable.
Write the score on the poster each day. At the end of the week add up the score. Pick a minimum score, such as 25 or 28 that earns the reward. Give a bonus
for extra high points.
SKILL: SUN MON TUE WED THU FRI SAT


Bee Good Chart
Write the skill or behavior to be practiced at the bottom of the beehive. Place a small sticker or mark on the poster each time that the skill or behavior is
practiced. Behaviors could be making the bed, obeying the first time, accepting “No” nicely, putting clothes away, etc.
Bees are known for their hard work and their positive effect on their own family or hive. A hive is like a home—everyone has a job to do to make the family
run happily and well. If everyone does their part, pure sweet honey is the reward.
Better beehavior beegins with me.
SUN
MON
TUES
WED
THU
FRI
SAT
GOOD BEHAVIORS GOOD BEHAVIORS GOOD BEHAVIORS
B E H A V I O R S

Problem Solving and

Negotiation Skills
FAMILY GOALS:
1. Discuss and post the “Steps of
Problem Solving” handout and use
during family meetings or when
problems occur.
2. Discuss and use the “Win-Win
Negotiation” handout as a family
using pretend situations. Use these
skills with family members.
3. As a family, identify “trouble” that
kids might be asked to participate
in; use the “P-OK-E & C” handouts to
help kids say “no” to trouble.
4. Help kids memorize the 5 Cs and
practice using pretend situations.
FAMILY FUN:
Plan a fun family outing during a weekly
family meeting using problem solving
l Use problem-solving and and negotiation skills.
negotiation skills to reduce POWER PHRASE:

family conflict “Most difficult issues can be
resolved using the 7 Steps of
l “Win-Win Negotiations” work best Problem Solving and Win-Win
Negotiation, while ‘Pre-Problem-
l Pre-problem-solving skills can help Solving’ helps keep kids out of
trouble.”
kids say “no” to trouble and still
keep their friends
LESSON 5 STRENGTHENING FAMILIES PROGRAM, AGES 7–17
Problem Solving Worksheet

Seven easy steps to solve problems effectively
Use this worksheet to “work” through specific problems and challenges.
P R O B L E M S O LV I N G Date:
1) a. What is the problem?
b. What are the different views? Use respectful “I-Messages” and “LUV-Listening.”
Dad:
Mom:
Kids:
Other:
c. What current practices may be contributing to the problem?
2) How would you like things to be?
3) Brainstorm possible solutions. Be respectful of others ideas before commenting. Think win-win. Write down all ideas.
4) Evaluate 3 best solutions. What would happen if? What would it take? Which are win-win solutions?
5) Decide on the best solution: Consider costs, consequences, and interests of all family members.
6) Make an action plan and do it: Decide who will do what, when.
a) Steps to accomplish:
b) People needed:
c) Resources needed:
d) Date to start: Date to finish:
7) Evaluate outcome. Did it work? What needs to be improved? If not, try another solution.
a) What worked?
b) What didn’t?
c) New ideas to try if needed:
d) How to keep it going:

Win-Win Negotiation* Worksheet

Finding solutions that make both people happy
“Win-Win Negotiation” is the skill of finding solutions that satisfy both parties. To do that, you need a creative mind and a desire to be fair, respectful, and
generous. To develop that mind-set, read, agree to, and initial the 5 core values of “Win-Win Negotiation.” Then begin filling out the worksheet.
THE 5 CORE VALUES OF WIN-WIN NEGOTIATION:
_______ _______ 1. We agree to find solutions that will benefit both of us and that we both feel good about.
_______ _______ 2. We agree that we will negotiate using the family values we have committed to live by, like generosity and unselfishness.
_______ _______ 3. We agree to use respectful “I-Messages” when stating our position—what we want and why it is important to us.
Understanding the “why” allows us to seek other possible solutions that neither of us thought of.
_______ _______ 4. We agree that we will “LUV-Listen.” ( Listen by trying to put our self in the other’s place, show Understanding by repeating
back main ideas, and Validate the other’s points of view even if we disagree.)
_______ _______ 5. We agree to brainstorm other possible solution—other than the things we said we wanted—but that would satisfy us
both. We will choose one option we agree on; write down the details, then sign and abide by it.
W O R K I N G F O R A W I N - W I N Date:
Position: What you want
PERSON A
Reason: Why you want it
Position: What you want

PERSON B
Reason: Why you want it
Brainstorm possible solutions. Be respectful of other’s ideas. Think win-win. Write down all ideas.
Negotiation Agreement: What is expected, who will do what when, and what is needed to do it.

Agreed upon by: Negotiator A name signature
Agreed upon by: Negotiator B name signature
*Based on the Roger Fisher and William Ury Harvard Negotiation Project

Pre-Problem Solving Steps

Review these “P-OK-E & C” concepts with your kids
One of the best things kids (or adults) can do for themselves is to avoid problems before they begin by training their brains to think ahead so they can
recognize when anti-social opportunities present themselves and avoid them. “Pre-Problem Solving” skills give kids and adults “smart power” so they can
recognize the negative consequences that could result from bad choices and say“no.” You can develop these pre-problem solving skills by using the “P-OK-E
& C” steps below.
BELIEVE
CONCEPTS BEHIND SMART POWER:
> You have personal power to make choices.
> There are two types of choices: pro-social or anti-social. Pro-social behaviors strengthen society. Anti-social behaviors weaken it.
> Every choice has consequences—something good or bad will happen as a result.
> Your choices are based on what you think will happen. (But your first thought may be wrong, so you need to think twice.)
> You are responsible for any harm you cause others or society, and you must pay for, or make amends, to correct it.
THINK
5 S T E P S O F P R E - P R O B L E M S O LV I N G :
1) Think ahead of possible problem-causing situations you might be asked to participate in.
2) Test it—Give each situation a four-question “P-OK-E & C” test (see below).
3) Consider the negative consequences if you did it. Ask your parents’ or teachers’ advice.
4) Practice saying “No”—using the “5 Cs” and do something good instead.
5) Congratulate yourself for using smart power.
TEST
s?
ent
-U ar ne
?
I K/p o
P- O er
y
U S E T H E F O U R - Q U E S T I O N P - O K - E & C T E S T: Ev
1) P = P-I-U test: Is any Part Illegal, Immoral, Unkind, Unsafe, or Unethical?
That’s p-i-u for short—the “pee-yew” test to identify stinky
anti-social behavior.
2) OK = Is it OKay with my parents, the public, and the police if I do it?
3) E = If Everyone did it to me, would I honestly like it?
4) C = Consequences: What could happen if I did this?

Pre-Problem Solving Worksheet

Identify and prevent stinky anti-social behavior using “P-OK-E & C”
P = P-I-I-U-U test: Is any Part Illegal, Immoral, Unkind or Unethical?

OK = Is it OKay with my parents, the public, and the police?
E = If Everyone did it to me, would I like it?
C = Consequences: What would happen if I did this?
Questionable Behavior P-OK-E it? Consequences Call it like it is:

Briefly describe In what ways does it fail? What will happen? Anti-social Pro-social
1. Drink alcohol Illegal, unethical, not okay with my Could get arrested; parents will
parents not trust me; damages my brain X

2.

3.

4.

5.

6.

7.

8.

9.

10.
11.

12.

13.

14.

The 5 Cs to Stay Smart and Safe

A smart way to say “no” and still keep your friends
When pressured by friends to do something you don’t want to do, or you know is harmful, it can be hard to say “no.” Practice using the 5 Cs to help you to say
“no” in a nice but firm way, and still keep your friends. You’ll be glad you did.
Ask questio
aution
ns
e
Name the negativ“no”
ool it behavior and say
hange the plan

Suggest a better idea
o u la t e r
atch y Leave if necessary
allchm e
ange your mind
Call me if you


How to solve problems, negotiate, and keep friends
HOW TO HOW TO
SOLVE PRE-PROBLEM
PROBLEMS SOLVE
1. Think ahead of possible problem-causing situations you
At a family meeting, write down the following: might be asked to participate in.
1. a) What is the problem? b) What are the different views? 2. Test it out in your mind—Give each situation the pro-social
c) What contributes to the problem? “P-OK-E & C” test:
2. How would we like things to be? P = Is any PART illegal, immoral, unkind, unsafe, or unethical?
3. Brainstorm possible solutions. Write down all ideas. OK = Is it OK with my parents, the public, and the police if I
do it?
4. Evaluate the three best solutions.
E = If EVERYONE did it to me, would I like it?
5. Decide on the best solution. Consider the costs, consequences,
3. Think about negative CONSEQUENCES that could happen if
and the interests of all family members.
you did it. Discuss it with your parents.
6. Make an action plan and do it. Decide on who will do what,
4. Practice saying “No” using the 5 Cs and find something good
when, resources needed, and the date to start.
and fun to do instead.
7. Evaluate the outcome. Did your plan work? If not, try another
5. Congratulate yourself for using smart power.
solution.
THE 5 CORE AGREEMENTS OF
WIN-WIN NEGOTIATION
1. We agree to find solutions that will benefit both of us and that we both feel good about.
2. We agree that we will negotiate using family values we have committed to live by.
3. We agree to use respectful “I-Messages” when stating what we want and explaining why it is important to us.
4. We agree to “LUV-Listen” to each other: listen without interrupting, repeat back main ideas, and validate the other person’s points of view even
if we disagree.
5. We agree to brainstorm other solutions (than what we wanted) that would satisfy us both. We will choose an option we agree on. We will write
down the details, sign it, and agree to abide by it.

Stress and Anger

Management Skills
FAMILY GOALS:
1. Fill out your “Managing Stress”
charts; choose two new behaviors
to reduce stress; choose and practice
one “Relaxation Response.”
2. Discuss, post, and practice the
“Tracking and Taming the Anger
Monster” handouts.
a) Make goals to reduce anger
outbursts.
b) Using pretend situations, practice
positive responses for tense or
recurring situations.
c) Reward appropriate behaviors.
d) Use “Step Out of Anger” game.
3. Use the “Emotion Coaching” sheet to
help your child identify and discuss
feelings.
l Use stress-reducing techniques and FAMILY FUN:

effective anger management skills Practice using the “Step Out of Anger”
game to music to reduce recurring
l Recognize emotional triggers and anger outbursts.
reprogram new responses
POWER PHRASE:
l Make goals to reduce anger “Each of us can become a highly
outbursts; give rewards respected peacemaker by
re-programming our anger
habits with pro-social behaviors.”

Managing Stress
a) What causes stress, what it does to you, and what to do about it
When our brain perceives a threatening or stressful situation, it triggers chemicals that shut down body systems not needed for instant survival (like our immune
system), raises blood pressure and heart rate, and diverts blood from our brain to our large muscles. While some stress is positive, in helping us become energized to
finish demanding tasks, too much stress is negative. When our body remains in a negative stressed “high alert to danger mode” for long periods, it impairs our health.
It also makes us more likely to respond aggressively to people or things that stress us. Because stress is triggered by our thoughts and circumstances, the more we
take control of these, the more we are able to reduce negative stress. Use the chart below to help you and your children identify stressors, choose reducers, and write
your plans to reduce stress in the spaces provided. Don’t try too many things at once; that is stressful!
Things That Cause Stress Plans to Reduce Stress Stress Reducers

• negative thoughts • unsafe (Begin with a couple of easy ones) • Problem solve • Be assertive; state
about self/others neighborhood Stressor (list what) feelings in polite,
• friendship problems • lying/dishonesty • Learn new skills but firm ways
• being rejected • financial problems What I will do: (list skill) • Learn practical
• health problems • overspending; no • Make new routines coping skills, i.e.,
• fighting, hostility budget • Change attitudes break large tasks
within family • difficult co-worker Stressor • Be honest into small ones
• too many • demanding • Eat healthy • Stop negative
What I will do:
activities relatives • Exercise daily self-talk
• too high • death of a loved (min. 15 minutes) • Stop procrastinating
expectations one
Stressor
• Get adequate • Make and live
• too many demands • holding resentment, sleep—before within a budget
• poor time man- grudges midnight is best • Don’t demand
agement skills • poor relationship What I will do: • Avoid caffeine perfection from self
• being late skills • Avoid alcohol, • Listen to soothing
• procrastination • too many tobacco, and illegal music
• disorderly room or responsibilities drugs • Work on fun hobbies
household • violent video • Learn relaxation • Be with a pet
• not enough sleep games or music Eat Healthy to Reduce Stress techniques— • Talk to a friend
• poor nutrition • too much “screen- deep breathing, • Express gratitude
• lack of exercise time” (computer, • Eat as much fresh, cheese; nuts; tuna, muscle relaxation, • Forgive others;
• divorce of parents game screen, unprocessed food sardines, or other mental imaging, give up desire for
• changing schools TV, smartphone, as possible. Frozen fish. mindfulness revenge
• being bullied at or other smart is next best to fresh. • Eat whole, unpro- • Rehearse situations • Limit “Junk Culture”
school device) • Meals and cessed grains in beforehand and screen-time
snacks should breads, cereals, or
consist mostly of on their own.
Exercise to Reduce Stress vegetables, fruits, • Avoid pre-prepared Sleep Enough to Reduce Stress
Exercise reduces stress by triggering “pleasure whole grains, foods with lots of Lack of sleep causes stress, irritability, and
chemicals” in our brain such as serotonin and legumes, and ingredients you depression in most people. In one study,
dopamine that make us feel calm and happy. some lean protein. can’t pronounce. teens who regularly went to bed after
It reduces anxiety, which affects mood, vitality, • For healthy protein Avoid corn sweet- midnight had a 24 percent higher risk of
alertness, and feelings of well-being. Fifteen eat: All kinds of eners, high salt, depression and suicidal thoughts than those
minutes of vigorous, heart-pumping exercise beans—dry beans and trans fats / who went to bed before 10:00 p.m. Teens
helped kids focus and be less “antsy” for two to cheaper than hydrogenated oils. who slept only five hours a night were 71
four hours afterwards. canned; eggs; low • Drink water, 100 % percent more likely to suffer depression.
fat cheese, cottage juice, or skim milk.
Managing Stress
b) Teach your body to relax during stressful times
When our brain perceives a physical or psychological “threat” it activates hormones that prepare our body to run or fight—or sometimes “freeze.” These stress hor-
mones instantly raise blood pressure, heart rate, and produce a chemical “rush.” When the brain perceives the threat is gone, it triggers a “relaxation response” that
immediately returns all body processes to normal. When feeling stressed, we can trigger our own “relaxation response” using the Instant Stress Busters from Lesson 1
and the relaxation skills below. Like all new skills, practice makes perfect! Have everyone in your family choose one; master it, and use it whenever they feel stressed.
Tense and Relax Meditative Breathing Imaginative Countdown Relaxation
When you’re under stress, Meditation works to calm the stress PREPARE: Get comfortable in a chair and close your eyes. Imagine
your muscles have a higher response by focusing the brain on a you are standing alone at the top of a beautiful winding stairway.
level of resting tension that single calm thought and supplying It’s your private stairway, and you feel comfortable there. Visualize
causes fatigue. As you tense the brain with increased oxygen. The the steps in front of you. See the handrail. Imagine yourself step-
and then relax your muscles, most basic form of meditation is a ping very slowly down the stairway as you count slowly backward
the resting tension level drops. simple breathing exercise. When we from ten to zero. As you silently say each number, beginning with
Even children can do this. Start are anxious, we breathe less deeply and ten, breathe in deeply through your nose; hold it; and then breathe
by sitting comfortably, with more rapidly which limits oxygen to the out. As you count, imagine you are stepping down the stairway.
good posture, hands in your brain. Breathing exercises help children With each count, move yourself slowly down the steps deeper and
lap, and then tense and relax quiet their minds into a relaxed state, so deeper. As you step, you will relax more deeply as you go deeper
each set of muscles. Begin they can better manage emotions and and deeper into a state of profound relaxation. When you reach
with your feet, take a calming refocus thoughts. zero, imagine you have reached the bottom of the stairway. You
nose breath, hold the tension then find you are in a place of perfect calm.
To begin, have your child sit in a
for five seconds, and then
comfortable position, eyes closed, and BEGIN COUNTDOWN: Ten, and take your first step. . . Nine, relax-
as you exhale say the word,
breathe in deeply and slowly through ing more deeply. . . Eight, deeper and deeper relaxation. . . Seven,
“Relax.” Imagine the tension
the nose. Hold the breath for five sec- gently walking down the stairs. . . Six, feel more and more relaxed.
flowing out of the muscles.
onds, and then slowly let the breath out . . Five, deeper and deeper. . . Four, serene and calm. . . Three, very
Then tighten and release the
through the mouth. Concentrate only on relaxed. . . Two, deeper and deeper. . . One, very, very profoundly
muscles, one set a time, in the
breathing, feeling the chest and stom- relaxed. . . Zero, gently step off the bottom step into a perfectly
legs, stomach, back, shoul-
ach inflate and deflate. As kids master relaxed and calm peace. Now, drift still deeper with five more
ders, arms, hands, neck, and
the skill, have them focus on one word, breaths. Deeper and deeper. Feel that deeper relaxation all over
face, including jaw muscles
like “calm” or “peace.” Each time the mind and continue relaxing. Now, relaxing deeper and deeper, you should
and forehead. This is also a
wanders, gently bring it back to the feel an emotional calm. . . tranquil and serene feelings. . . feelings of
wonderful relaxer to do lying
word. Practice this deep breathing for safe security. . . and a calm peace. Pause there.
in bed to help get to sleep. You
five to ten minutes each day, depending
can even use a short “whole- Now, count from one to three. Silently say each number as you take
on age of child. He or she will be calmer
body-tense-and-relax” version a deep breath. When you reach three, open your eyes. You will be
and more able to concentrate.
while sitting in traffic. relaxed, peaceful and alert.

Managing Stress
c) Using a Stress Test* to recognize symptoms of too much stress
Besides too much stress causing physical symptoms like high blood pressure and insomnia, it can also cause changes in our emotions, attitudes, and productivity. In
the chart below, put a check mark beside anything that you have noticed lately in yourself. If you have checked more than a few items, use our “Managing Stress”
handout to identify your major sources of stress, and then find ways to reduce them. Be sure to use the basic Stress Reducers first which are: Problem Solving,
Learning New Skills, Changing Attitudes, and setting up Positive Routines. Then make sure you consistently use the next three essential Stress Reducers: eat healthily,
exercise daily, and get adequate sleep (7 ½–8 hours nightly; kids need 9–10 hours).
Test Your Stress

Check below for the symptoms of stress that you are feeling.
PHYSICAL EMOTIONAL ATTITUDINAL
_____ tired _____ worry a lot _____ empty feeling

_____ tense _____ mood swings _____ negative
_____ can’t sleep _____ bad dreams _____ angry at self
_____ sleeps too much _____ discouraged _____ angry at others
_____ can’t eat _____ little joy _____ apathy
_____ eat too much _____ cry often _____ unforgiving
_____ colds, headaches _____ temper _____ self-doubt
_____ muscle aches _____ don’t want to talk _____ cynical attitude
_____ teeth grinding _____ talk too much _____ life meaningless
SOCIAL THINKING PRODUCTIVITY
_____ fewer friends _____ forget things _____ work piling up

_____ stay home more _____ can’t concentrate _____ increased work absences
_____ angry at others _____ mind wanders _____ pressure at work
_____ feeling lonely _____ confused _____ can’t finish on time
_____ manipulative _____ think negatively _____ procrastinate
_____ clam up _____ feel bored _____ work long hours
*Jansen, Paterson, & Blashko, 1993

Calm Anger by Rethinking Your “Stories”

Giving up angry, blaming thoughts helps us feel peace
You can change your emotional state, and thus the intensity of your anger, by being aware of what “stories” you are telling yourself about the things that trigger your
anger. Question your thoughts about what happened to you and look for the part you played in the situation. (From Loving What Is by Byron Katie*)
What Are “Stories”? The Judge-Your-Neighbor Worksheet —By Byron Katie
Recurring anger usually comes A. Begin by writing down the following:

from the “stories” we tell 1. Who angers, upsets, saddens, or disappoints you, and why? I am with
ourselves about things that emotion name
because
happen to us, not from the
things themselves. This allows
us to feel victimized and to justify 2. What do you think of them in this situation? Make a list.
our anger, and prevents us from
taking responsibility for our life
and feelings.
3. What is it in or about this situation that you don’t ever want to experience again?
In her book Loving What Is
Byron Katie* states that angry
4. How do you want the person to change?
feelings are caused by a thought
that is untrue for us. Examine
your stories by using this
technique: 5. What advice would you offer to them? should/shouldn’t
name
A.Fill in the six statements to
the right (Part A). 6. In order for you to be happy, what do you need them to think, say, feel, or do?
B. For each statement, ask
yourself the four questions in
Part B. Meditate and listen as
B. Now ask yourself these four questions about EACH of the six statements above in Part A.
the answers surface.
C. Turn around your statements in 1. Is it true? (Yes or no. If no, move to question 3.)
Part A, then find at least three 2. Can you absolutely know that it’s true?
specific, genuine examples of
3. How do you react? What happens when you believe that thought?
how each turnaround is true
for you in this situation.
Example: “Paul doesn’t listen to

4. Who would you be without the thought?
me about his health.”
Possible turnarounds:
a. To the self: “I don’t listen to
myself about my health.” C. Turn the thought around by stating its opposite. There may be more than one opposite (see example).
b. To the other: “I don’t listen to
Paul about his health.” 1.
c. To the opposite: “Paul does 2.
listen to me about his health.” 3.
D. Let go of the negative thought each time it appears and feel freedom and peace.
©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN *This information is also available on Byron Katie’s website: http://www.TheWork.com 6-5
Tracking and Taming the Anger Monster

a) Five simple steps to managing anger
Anger is a natural emotion that is meant to alert Like any flame, anger can quickly rage out Our Anger Monster responses are learned
and energize us when there is a need to change of control and become an anti-social and behaviors. We can change them by reprogram-
a harmful situation. Like a small flame shedding destructive force. Fueled by selfish or imagined ming our brain. We do this by “Tracking it”
light on an injustice or problem, anger can trig- grievances, faulty beliefs, and “hot thoughts,” (noticing when and what triggers our anger),
ger a pro-social response to a negative situation. untamed anger can damage health, destroy and “Taming it” using Reducers to calm our
relationships, harm society. body’s stress response, Reminders to calm “hot
• Pro-Social = good; eradicates crime or
thoughts;” and using “New Planned Responses”
injustice; builds society • Anti-social = selfish; seeks to dominate,
in aggravating situations.
punish, control; damages families,
relationships, society
Use the accompanying tracking sheet, “Tracking and Taming the Anger Monster,” with the concepts below. Evaluate yourself at the end of each day
for at least a month to establish new patterns of awareness and improved responses to stress and anger. It works.
1) Note Triggers: 2) Note Cues: 3) Use Anger 4) Use Reminders: 5) Evaluate
Notice and write down on Notice and write down your Reducers: Decide and write down Response:
the tracking sheet what body’s physical response to Write down which reducers words and phrases to cool Write your response. Ana-
makes you angry: anger-producing relieve your tension and your “hot thoughts:” lyze anger out-bursts by
• External triggers situations: anger best for you: • Cool thoughts: “Just answering these questions:
(what others do) • Feel flushed or hot • Calming breaths stay cool.”“It’s not • How did I do?
• Internal triggers • Pounding heart • Backwards counting worth it.” “I’m not Was I aggressive,
(what you say to getting hooked.” passive-aggressive, or
• Knot in your throat or • Calm, pleasant assertive?
yourself and how you stomach imaging • Problem-solving
interpret an event) thoughts: “How can I • Did I react to any
• Grinding teeth • Conscious, methodi- solve this peacefully?” faulty assumptions
• Sweaty palms cal, muscle relaxing on how I “thought”
• Questioning your mo-
• Clenched fists and/or • Projecting and reflect- tives thoughts: “Why people should act?
tense muscles ing: “What could hap- am I getting angry? • Were my “grievances”
pen if I don’t control What’s behind this?” real or imagined?
• Rapid breathing, etc. my anger?”“Why am
I getting angry?”“Is • Control and escape • Did selfishness or
it worth being angry thoughts: “I can walk jealousy kindle my
about?” away.”“ It’s okay to anger?
take a time out.” • What “hot thoughts”
• Forward-looking fed my anger?
thoughts: “What will • What were the
happen if I let myself consequences?
get angry?”
• Do I value the power
• Self-rewarding of a peacemaker?
thoughts: “Good; I’m
not yelling, I’m stay- • What can I do
ing calm.” different/better next
time to get a better
outcome?


b) Applying the five steps to managing anger
Triggers Cues Reducers Reminders Evaluate and Choose

DAY What caused your anger? What were your body’s first What instant stress What words did you use to What didn’t work? What new
signs of getting angry? reducers did you use? coach yourself to stay cool? response could?
SUN Trigger:
Hot Thoughts: New Planned Response:
MON Trigger:
TUE Trigger:
WED Trigger:
THU Trigger:
FRI Trigger:
SAT Trigger:


c) Worksheet for kids
The things that make you angry are called “triggers.” If you can figure out what your triggers are, you can learn to control them so you can feel calm and
happy. Choose an anger trigger to work on this week. Write down what made you angry, how you felt about it, and how you reacted.
1. TRIGGER
What made you angry? Example: My sister took my things without asking.

2. HOT THOUGHT
What thoughts did you have that made your anger worse?
Example: I thought about how my sister always steals my things and she never gets in trouble for it.

3. BODY CLUES
What were your body’s first signs of getting angry? Example: My face got red and my eyes felt hot.

4. CALM
What things did you do to help you feel calm? Example: I closed my eyes and took ten deep breaths.

5. HOW DID YOU DO?

What did you do and say when you got angry? Example: I asked my sister nicely to give my things back.
But she didn’t, so I yelled at her and tried to take her stuff instead.

What will you do and say next time this anger trigger happens?
Example: I will ask nicely for her to give my things back. If she doesn’t, instead of screaming, I’ll ask my mom to
help me figure out how to solve the problem.


Step Out of Anger

Instructions
5 Steps to Prepare Ready to Begin?

After filling out your “Tracking and Taming the 1. P ractice by stepping on paper #3. Take a
Anger Monster” tracking sheet, choose a reoc- deep “Calming Breath” or other “Reducer;”
curring anger situation to play this “Step Out of think your “Reminder” word, and feel
Anger” brain-reprogramming game. You will completely calm. Make a body pose that
need a pen and the five “footprint” papers that shows complete calm.
follow this instruction sheet.
2. S tep on paper #4, do a body pose that
1. On paper #1 write the “Trigger”—a one- represents your “New Planned Response.”
word description of the thing or grievance Visualize yourself doing it, and notice how
that triggered your anger. good it feels.
2. On paper #2 write the “Cue”—the first body 3. S tep on paper #5 and do a body pose
signal you feel when you begin to get angry that represents feeling very pleased with
(flushed cheeks, tight throat, fast heartbeat, yourself. Remember each of those body
etc.). poses and feelings; then begin the “Step Out
of Anger” exercise.
3. On paper #3 write:
4. Begin by stepping on paper #1 and thinking
a) “Reducer” (a physical act, like a deep
of the “Trigger.”
nose breath) to calm your body’s anger
response 5. As soon as you have it in mind, step on
paper #2 “Cue” and let the feeling of anger
b) “Reminder” word to calm “hot thoughts”
just barely begin.
4. On paper #4 write one word to
6. Immediately step on paper #3. Use a
describe your “New Planned Response.”
“Reducer,” do your calm pose, and think of
5. On paper #5 write a word that means you are your “Reminder” word. As soon as you are
very pleased with yourself—like feeling a calm, step on the next paper.
big confident win.
7. S tep on paper #4, do your pose, and
Place the papers on the floor about 8 inches visualize yourself successfully doing your
apart and begin. As you step on each paper, “New Planned Response.”
think of and generate the feelings of each page.
8. Now step on paper #5 and feel very pleased
that you tamed your anger and used your
new response.
9. R epeat this process going from paper #1 to
paper #5 several times, getting faster each
time. Then, do it again, without the papers,
fluid—like in a dance.
10. Now, standing still, use only mental images
and tiny hand motions or small foot
movements that you could use if you
became angry in a real-life situation.
Repeat this micro-version several times
daily until you can use your “New Planned
Response” automatically in real life.
Step Out of Anger

Step one
1. Trigger Identify, with a one-word description, the event that triggered your anger.
Write word here.

Step Out of Anger

Step two
2. Cue Identify the first body-signal that indicates you’re getting angry.
Write body-signal here.

Step Out of Anger

Step three
3. Reducer, Reminder
Reducer:
Example: Deep calming breath to calm body’s anger response
Reminder:
Positive self-talk to calm “hot thoughts”
Choose a Reducer
Write one word of positive self-talk to calm “hot thoughts”

Step Out of Anger

Step four
4. Response
Response:
“New Planned Response” to handle grievance
Write one word to describe your “New Planned Response.”

Step Out of Anger

Step five
5. Pleased with Self Put your body in a position showing that you are pleased with yourself.
Write how you feel here.

Face Up to Your Feelings

Emotion Coaching
Five Steps of Emotion Coaching: 4. Help your child identify and label his/her emotions (teach the vocabulary).
1. Be aware of your child’s feelings/emotions. 5. Help your child decide ways to express emotions in pro-social ways; set
2. Be calm; recognize negative emotions as a positive teaching opportunity. behavior limits.
3. Show empathy; validate your child’s feelings by paraphrasing what he/
she is feeling.
stressed calm excited embarrassed happy sneaky
jealous angry furious irritated disgusted ashamed
hurt worried perplexed bored terrified indifferent
guilty frustrated gleeful shy gloating dejected
discouraged uncertain cranky afraid nervous thankful
content insecure sad envious aghast loved

Family Agreement for Dealing with Conflict

How to handle disagreements to reduce conflict
Conflict arises when family members disagree on how things should be done in a family, or are hurt or offended by how they are treated. This
worksheet is a tool to handle disagreements without becoming angry or insulting one another. Check the boxes that you, as a family, all agree with.
Then sign your names committing to live and use these attitudes, skills, and tools when you disagree.
OUR FAMILY AGREEMENT FOR DEALING WITH CONFLICT
q WE AGREE that what we want most long term for our family is to have warm and loving relationships.
q WE COMMIT to not say or do anything that would harm our goal of a happy family.
WE AGREE that when we have a disagreement or concern and we begin to feel angry or upset over it,
q
we will choose a specific time to sit down together and discuss it.
WE AGREE to adopt the Strengthening Families Program attitudes of respect, kindness, generosity,
q
patience, and peace in dealing with one another.
WHERE WE WILL GO TO TALK:

q
WHAT TOOLS WILL WE USE in our discussion? (Checking all the SFP handouts below will give you the best chance of success).
q
Problem Solving Worksheet (Lesson 5-2)

q
Win-Win Negotiation Worksheet (Lesson 5-3)

q
Safe and Cool Conversations (Lesson 2-14)

q
Three Easy Communication Skills (Lesson 2-2, 2-3, 2-4)

q
The Listening Stick (Lesson 2-5)

q
Banish Communication Boulders (Lesson 2-7, 2-8, 2-9)

q
WE AGREE that if we can’t solve the disagreement, we will seek a neutral outside person to help us
q
mediate the problem and not just give up and abandon the relationship.
SIGNED:

Building Emotional Control

Train your mind to be calm and positive
Sometimes when people experience trauma, their brains become dysregulated and stay stuck in a negative, downward spiral. They may experience
Post Traumatic Stress Disorder (PTSD), where their brains overreact to stressors. Or, they may suffer from Attachment Disorder, which includes a faulty
belief that no one care deeply about them. People who struggle with these traumas may misbehave to punish, get control, or prove they are unlovable
so they won’t have to be abandoned again. With brain dysregulation, people’s minds can swirl with hot thoughts, self-hate, intense fear or anxiety, or
negative stories of how others mistreated them, which they grow to believe.
If this sounds like you or someone in your family, Mindfulness Meditation can help change those attitudes and replace them with the skills below.
Practicing these skills every day can help re-regulate the brian, which helps lessen pain, anxiety, and family conflict. Remember: people can only heal
in a safe, secure, loving, accepting environment. Do your part to make your home that way.
ACCEPT UNPLEASANT REALITIES MANAGE NEGATIVE EMOTIONS

1. Recognize and accept the fact that life is hard and you will 1. Recognize that emotions are created by your thoughts, and
always have challenges. Overcoming them helps build sometimes your thoughts lie.
character. 2. Use Mindfulness to dismiss your negative thoughts and act
2. Love (both giving and receiving love) strengthens us and appropriately on correct thoughts.
makes a hard life bearable. 3. When the first emotional cue surfaces, take a very dee 4-6-8
3. You have the power to turn hardships and challenges to your belly breath (inhale 4 counts; hold 6 counts; exhale 8 counts)
good. to trigger a relaxation response before you speak.
4. If you can’t change a reality, accept it as it is. Say, “It is what it 4. Notice and label your emotions. Be curious: ask how to
is.” And don’t stress over it. express them and not harm others.
5. You do not have to accept mistreatment from people or 5. If you use anger to get people to do what you want, resolve to
realities you can’t change. Get help to protect yourself. stop. It is manipulative, anti-social behavior.
Forgive and let go so you can heal and move on.
LEARN TO GET ALONG WITH OTHERS HANDLE STRESS AND ANXIETY

1. View others with a kind, compassionate eye. When you notice Remind yourself that an extreme response to unpleasant triggers
their faults, remind yourself that you have faults too. When makes things worse. When extreme emotions hit, use this “STOP
one of their faults comes to mind, say “And me too” or “Just and TEMP” exercise.
like me.”
2. Recognize that everyone has something good about them. STOP:
Look for that good and think about it. When a person is S = Stop and breathe
unpleasant, it is often a call for help. T = Talk back to your thoughts and encourage yourself.
3. Tell people what you like about them. Let them feel loved and O = Observe the trigger with curiosity, not anxiety
accepted in your presence. P = Proceed with compassion for others and yourself
4. Be flexible. Listen to others’ wants and needs. Be generous; TEMP:
don’t always demand your way.
T = Take a break and use a tapping exercise to redirect your mind
5. Do a Loving Kindness Meditation for those with whom you E = Exercise (jog in place, lift your arms up and down)
don’t get along.
M = Muscles (tense and relax all muscles)
P = Press hard with your fingers on your head’s pressure points


Manage anger appropriately
Identifying and reducing stress is a first step in managing anger—so we added it here as a skill. From there, the “Anger Tracking Sheet” and “Step Out
of Anger “ game will help you change negative behavior. So will learning a few new skills—such as these. Practice these skills using a wide variety of
pretend family situations until they become automatic.
R
HOW TO HOW TO
REDUCE DISAGREE
POLITELY
NEGATIVE STRESS 1. Use a calm, polite tone of voice. (Avoid using any
“Communication Boulders.”)
1. Trigger a “relaxation response” by taking slow, deep breaths 2. First validate their point of view. (“So the way you see it is...”)
through your nose, holding each for a count of five, then 3. Use respectful “I-Messages” to share your different view.
slowly exhaling. (“I see it differently....”)
2. Identify sources of stress. 4. Explain any details.
3. Decide best ways to decrease negative stress; write a plan. 5. Thank them for listening.
4. Put plan(s) into action.
5. Evaluate success.
HOW TO HOW TO
MAKE AN
ASSERTIVE COMPLAINT
RESOLVE
CONFLICTS IN PEACE
1. Stay calm.
1. Identify the specific problem.
2. Decide on a time to talk.
2. Identify your feelings and they how impact you.
3. Look the person in the eye.
3. Decide if you want to try and resolve the conflict.
4. Say how you feel with assertive “I-Messages.”
4. Set up a time to address the conflict peacefully using
5. Make your request; ask if they’ll do it. “I-Messages,”“LUV-Listening,” Problem Solving, and
6. Thank them for listening. “Win-Win Negotiation.”


Skills to minimize arguments and fights
These attitudes and skills will help protect your kids from anti-social behaviors and make your life more calm and pleasant.
HOW TO HOW TO
DEVELOP
PATIENCE
BE FAIR 1. Decide that being fair is an important quality you want
1. Control your self-talk: remind yourself that not everyone does to develop.
things the same as you, and that’s okay. 2. Be willing to sacrifice in order to do right by other people.
2. Remind yourself to be patient. 3. Think of how you would want to be treated.
3. Think of something pleasant. 4. Do the same for the other person as you would want
4. Take several calming breaths. for yourself.
5. Talk to the person later using “Positive Criticism” if 5. Feel pleased that you were fair.
problems continue.
HOW TO HOW TO
STAY COOL
IN CONFLICT
SHOW
RESPECT
1. Notice your triggers and cues.
1. Believe that others have a right to enjoy a happy life the same
2. Avoid those who want to pick a fight. as you do.
3. Withdraw from arguments until you’re both calm. 2. Don’t bully, threaten, tease, purposely annoy, or make fun
4. When you feel anger cues rising, use a “Reminder” and a of others.
“Reducer” to remind yourself to stay cool in conflict. 3. Don’t use other people’s property without asking.
5. Congratulate yourself on staying cool. 4. Don’t vandalize or damage other people’s property.
5. Feel pleased that you are a respectful person.


Skills to reduce conflict and have a peaceful family life
HOW TO HOW TO
REDUCE FAMILY BECOME A

CONFLICT PEACEMAKER
1. Develop deep respect for yourself and equal respect for others.
Make a firm decision to never intentionally harm anyone.
1. Maintain respect for your child, spouse, or partner even during
an argument. Bring up problems in a non-blaming way. 2. Examine your motives to be sure they are pure.
2. Stay focused on finding an acceptable solution to the current 3. When you have a problem with someone, pick a good time
problem—and don’t drag up past issues. and place to talk to him or her.
3. Stay calm, and don’t let “hot thoughts” cause you to rage. 4. Tell the truth about how his or her behavior affected you, and
Take a break if you feel yourself getting hostile. Use “I-feel” ask for a solution.
messages like this one: “I feel angry and upset because of 5. Take steps to protect yourself from verbal and physical abuse.
_______ but I still love you. When we’re calm, I’d like to Get help if necessary.
work to find a solution.”
4. Use Mindfulness Breathing to trigger a “relaxation response.”
5. Recover quickly from arguments. Do not let resentments carry
on. Negotiate a solution, forgive, and then forget.
6. Don’t let anger from an argument spill over into other areas HOW TO
of your life. Separate your conflict from the rest of your
relationship by being mindful of the things you do like about
your family member.
EMOTION COACH
YOUR CHILDREN
1. Become aware of your child’s emotions. Often they are
expressed in indirect ways such as misbehavior.
2. Recognize negative emotions as a positive teaching
opportunity.
3. Validate your child’s feelings by paraphrasing what they are
feeling, and let your child know you see their point of view. It
doesn’t mean you agree with it, but you see it.
4. Help your child verbally label their emotions.
5. Discuss and decide on ways to express their emotions
in pro-social ways, setting behavior limits and using
problem-solving skills.

Goals and Contracts to

Change Behavior
FAMILY GOALS:
1. Each person fill out their “Achieving
My Dreams and Goals” sheet. Have
kids share dreams and goals; discuss
ways to support their goals.
2. Each person take the “Assessing
My Talents and Strengths and Skills”
survey. Choose one new skill to
develop to benefit yourself, and one
skill to make family life happier. Each
person fill out a “Contract for Change.”
3. Discuss “How to Give Positive Criticism”
from the “Helping Kids Change for
the Better” handout. Practice the
skill several times using past family
situations.
FAMILY FUN:
Have each child make a paper collage,
with pictures and/or drawings of who and
l Goal-setting, tracking, and what they want to become in life.
rewarding help people change
for the better POWER PHRASE:
“Setting goals helps us develop
l Learn to give and receive positive talents and find purpose in life.
Dividing our goals into small steps,
criticism and using ‘Contracts for Change’
helps us achieve our goals.”
l Setting up a budget will help you
achieve your dreams
Helping Kids Change for the Better

Skills to help others change negative behavior
Preparing Kids for a Happy Life
1) Help kids decide what they really want in life and write goals to achieve it. 4) Have kids practice the new skill(s) several times and praise their efforts.
2) Identify the positive skills they need to achieve their goals. 5) Track behavior and reward efforts.
3) Help them fill out a Contract for Change to develop the skills. 6) Hold a pleasant, personal conference with your child and use the steps
Put “Tips to Achieve Success” into action. of Positive Criticism listed below when agreements aren’t met.
BEFORE YOU BEGIN ask yourself these five questions: (If the answer is yes to all of them, then proceed in a kindly manner.)
1) Is it my responsibility to give this person feedback? 2) Is the criticism true? 3) Is the criticism necessary? 4) Have I thought of several positive things
about the person that I can first share with him or her? 5) Did I ask for and receive permission to criticize? (Ex: “I noticed some things that seem to be
causing you trouble. May I talk to you about it?”)
How to Give Positive Criticism Tips for Delivering Difficult Feedback
PREPARE: DELIVER: PREPARE: DELIVER:

1) Feel genuine respect and 1) Say what you like about 1) Remember to protect the 1) Begin by saying what you like
concern for the person. the person first. relationship. about the person.
2) Pick a good time. 2) Ask if the person has noticed 2) Sit side by side (like partners, 2) Describe the problem as you
(Don’t criticize when someone the problem. on same team). see it.
is angry or upset.) 3) Describe how the problem 3) Look AT THE PERSON while 3) Ask what happened.
3) Pick a good place. affects others or is negatively giving all positive comments. 4) Ask what the person will do to
(Usually quiet, and away from affecting the person’s life. 4) Look STRAIGHT IN FRONT OF behave differently (next time).
other people.) (I noticed . . .) YOU when describing the 5) End by saying something
4) Have a pleasant face and 4) Ask what he/she thinks the problem or giving negative positive about the person.
calm voice. solution might be. Offer your comments.
own solution if needed.
5) Ask if he/she will make the HELPFUL TIP
change; and offer to help write Consider the “problem” you want there as you talk. Or look at and
up a “Contract for Change.” to discuss as an imaginary object point to a notebook in your lap on
6) Thank the person for listening; in front of you; point at it several which you have written a couple
express love. times to focus negative energy of words describing the problem.
Motivational Interviewing
1. Express empathy for the person’s problem, concern, or point of view. 5. Ask what he or she is willing to do differently.
2. Point out inconsistencies between the person’s values and their behavior. 6. Ask for a commitment to do it.
3. Validate the reluctance to change as natural; but not beneficial to him/her. 7. If willing, help the person fill out a “Contract for Change.”
4. Express confidence in the person’s ability to change. 8. Help the person with the items in the “Tips to Achieve Success” column.

Achieving My Goals and Dreams

Read each morning to remember what you want most in life*
Think about who you want to be in five years, and write down what you want most in each area of your life. Then decide what you need to do to get there,
and what skills you need to develop to make it happen. Use the “S.M.A.R.T. Goals Tracking Sheet” or “Contracts for Change” to set up short weekly goals to
develop the needed skills and do the actions to make your goals and dreams reality. *Adapted from Dr. Daniel Amen’s “One Page Miracle” sheet.
MY GOA LS
Relationships School and Work Physical Health
Actions to Take: Actions to Take: Actions to Take:
Skills to Develop: Skills to Develop: Skills to Develop:
Emotional/Spiritual Health Financial Other
Actions to Take: Actions to Take: Actions to Take:
Skills to Develop: Skills to Develop: Skills to Develop:
Remember: “Don’t trade what you want at the moment for what you want long-term.

Making S.M.A.R.T. Goals

(S)pecific; (M)easurable; (A)chievable-in-steps; (R)ewarding; (T)ime
S.M.A.R.T. goals was a term coined by George Doran. The letters stand for “Specific, Measurable, Achievable-in-steps, Rewarding, and Time-specific.” Use
the spaces below, and the “Contracts for Change,” to help your child set S.M.A.R.T. goals. Here’s an example of how to set up a S.M.A.R.T. goal. Make it:
S Specific: Set a specific goal, name it, and list the details of what you want to do.
M Measurable: How will you measure the goal? How will you tell when you’ve done it.
A Achievable-in-steps: Start very small and make your goal easily achievable. List the steps.
R Rewarding: What rewards will I get when completing my goal?
T Time: Decide on a date you will start and when to fill in a tracking log. Set a deadline for you to complete your goal.
S.M.A.R.T. GOAL 1
Specific Goal
Measurable
Achievable-in-steps (list the steps)
Rewarding
Time
TRACKING MY PROGRESS
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2
3
4
S.M.A.R.T. GOAL 2
Specific Goal
Measurable
Achievable-in-steps (list the steps)
Rewarding
Time
1
2
3
4

My Goals
Setting and tracking goals for kids
A goal is a plan to do a new thing that would make your life better or happier. Think about your life and family. What things could you do differently to make life
better and happier for you and them? Then choose two small goals to work on this week and write them below. Choose one goal to make your own life better or
happier. And choose one goal to make your family life better or happier. Track how well you are doing by putting an “X” in each box that you remember to work on
your goals. Ask a family member to help remind you.
GOAL #1
What is one thing you can do to make your own life better or happier?
WHAT:
WHEN:
REWARD:
Mark an X for every day you worked on your goal.

1
2
3
4
GOAL #2
What is one thing you can do to make your family life better or happier?
WHAT:
WHEN:
REWARD:
Mark an X for every day you worked on your goal.

1
2
3
4

Contract for Change

Create new brain wiring for a happier life
You can create new brain wiring, and thus new habits, by mindfully changing your thoughts and practicing new pro-social behaviors. This can help you become
happier and achieve what is most important to you. Prepare for change by following the “Tips to Achieve Success” and use the four-week tracking sheet.
Tips to Achieve
CONTRACT FOR CHANGE Success
Name Date 1) Choose one negative

behavior to change.
The negative behavior I want to change is
2) Feel a personal
motivation to change.
I want to change because
(Establish rewards you care
about; think how the behav-
The positive behavior I will do instead is ior is harmful, has negative
consequences, and violates
your values.)
I want this positive behavior instead because 3) Set-up your environ-
ment for success. (Choose
reminders; make it easy to
Reminders I will give myself are do; make plans to stay away
from negative influences
and triggers.)
I will track it by 4) Do “Positive Practice”
of the new behavior.
(Practice using pretend
Rewards I will earn for changing my thoughts and doing this new behavior siutations until it’s easy
to do.)
5) Set a specific time to
report progress. (Weekly
Consequences if I don’t do it are Pleasant Personal Conference.)
6) Make it socially
rewarding. (Ask family
Positive Practice: and friends to look for and
compliment your efforts of
Parent’s Signature Child’s Signature Date: new good behavior.)
1
2
3
4

Assessing Strengths and Skills

Developing pro-social skills helps wire your brain for success
Below, grouped by area of Intelligence, are pro-social attitudes and skills that enable us to fulfill our life’s goals and make a positive contribution to society. Because the
brain has the amazing ability to adapt and change its physical structure though our choices, we can increase our intelligence in each area through “Positive Practice.”
HOW: Each person ranks self [ 0-to-5 ] in each category. Then choose one skill to develop that would benefit self, and one that would help make your family life
happier. If you see a weak area, choose its Positive Opposite, make a S.M.A.R.T. goal and fill out a “Contract to Change.” Then track and reward your performance.
Emotional Intelligence IQ = Standard Intelligence Practical Intelligence

Aware of own feelings, needs, and motivations Reads extensively, studies math, science, Plans, thinks ahead; anticipates problems;
Uses accurate and positive self-talk literature to increase knowledge and intelligence weighs decisions before going forward
Aware of how own behavior affects others Has a good working memory: remembers, holds Sets goals; finds ways to fulfill them
Moderates own moods and responses information in mind to complete a specific task Organizes surroundings to create order
Exercises emotional control: is not easily angered Notices connections; make deductions Organizes time to do needed tasks
Expresses self politely Ponders deep questions Begins tasks without being reminded
Patient; can wait without annoyance Has good logical reasoning skills Stays on-task; ignores distractions
Chooses polite responses to stressors Has good problem-solving skills Checks work for mistakes; assures accuracy
Exercises impulse control; stops when appropriate Makes good decisions Budgets and spends money wisely
Notices others’ body-language; picks up Sees innovative solutions Responsible and dependable: takes owner-
emotions of others Mentally flexible; shifts attention from one ship of task and completes it.
Feels empathy for others’ needs aspect of a problem to another; doesn’t get stuck Persistent; doesn’t give up in the face of
Gracious; makes others feel comfortable obstacles or difficulties
Is kind and thoughtful Hardworking
Notices and expresses gratitude
Moral Intelligence Other Talents and Gifts

Adopts pro-social values Artistic
Develops a conscience, a strong inner voice Dance
that helps us know right from wrong Sports/ athletics
Committed to choose right Musical
Honest; tells the truth; doesn’t lie, cheat, Cooking
or steal Sense of humor
Obeys laws and rules Public speaking
Skills I will work on to develop
Appreciates and respects diversity Good communication skills
my intelligence
Values others as equals Drama, acting
Respects others’ rights and property Event planning
Kind; generous to others Organizing; intuitively senses who will work
Fair; values win-win negotiation well together
Admits mistakes; rectifies them Decorating; arranging things or surroundings
Values socially responsible sex (i.e. bonds Happy, cheerful, friendly
spouses; doesn’t spread disease, exploit Creative or inventive
women or children, or produce children Good at fixing things
outside marriage) Electronics or programming
Avoids all pornography Spiritual

Time Master—Achieving Your Goals

Copy and use this sheet daily to use your time more effectively
Teach children time management skills by helping them fill out this sheet and track how they use their time: 1) Decide what needs to be done;
2) List priority/ importance of each; 3) Give each a realistic time limit; 4) Divide large projects into small steps; 5) Assign a time to do each thing;
6) Strive for balance; 7) Do most important things first; 8) Avoid procrastination; 9) Stay on task; 10) Evaluate nightly; plan for tomorrow.
What matters How long On

most? A, B, C Stuff to Do What’s Going On When
will it take? Task?
1. 6:00 a.m.
6:30
2. 7:00
7:30
3. 8.00
8:30
4. 9:00
9:30
5. 10:00
10:30
6. 11:00
11:30
7. 12:00 p.m.
12:30
8. 1:00
1:30
9. 2:00
2:30
10. 3:00
3:30
4:00
Project-Planning 4:30
PROJECT: DUE 5:00
5:30
STEPS: DATE 6:00
1.
6:30
2. 7:00
7:30
3. 8:00
8:30
4. 9:00
5. 9:30
10:00
6.
Having Trouble Getting Going? Try These Procrastination Busters:

Before you begin, do this: When it’s time to work, do this:
• Prepare a plan—write what to do when • Program your mind with positive self-talk
• Pick a “Power-Work” time and a set place • Pump up your brain blood-flow with exercise
• Prepare a production “pile” (all materials needed) • Smile, push through your fear, and touch the pile of materials
• Pick rewards (short and long term) for completion • Pick up a pencil and work for ten minutes

Tips for School Success

Skills to help your kids achieve success in school
A child’s primary “job” growing up is to get a good education and acquire attitudes and skills to contribute to society and become a thoughtful, respon-
sible adult. Kids need to take their “job” of becoming well-educated seriously. Parents can help kids by emphasizing the exciting nature of learning
new skills that wire their brains for success. The more kids learn in one area, the smarter their brain becomes over-all. Teach kids that their brain loves a
challenge and they can learn even difficult material if they try different learning strategies and practice more. (For learning tips see: “Rediscover the Joy
of Learning” by Dr. Don Blackerby. For tips on brainpower see research by Dr. Carol Dweck.)
Prepare For Success During School After School

1. Care properly for your brain: Your brain is a 1. Don’t skip class or make excuses 1. Make a routine to study in the same place and time
biochemical “computer” that can do amaz- why you don’t need to go. You do. each day and do it.
ing things if you feed it, exercise it, and rest 2. Make the most of your time at 2. Make study time totally distraction free—no IMs,
it well. Eat a nourishing breakfast of whole school by getting to class on time. texts, or phone calls.
grains and protein (eggs or cottage cheese, Listen intently, and take good 3. Use a color-coded notebook system so things are
etc). Avoid high sugar cereals and high fat notes. Have a system for note tak- easy to find. Put finished homework into back-pack
food. Drink water to hydrate your brain ing so you can find them later: (Ex: or book bag as soon as you finish them.
and take a fish oil/Omega 3 supplement a spiral notebook for each subject). 4. Start early in the afternoon so you have plenty of
and multi-vitamin. Do some aerobic exer- Pre-made outline notebooks exist time to finish before bed.
cise (minimum of eight to twelve minutes) for this, or you can make your own. 5. Use a “Time Master” sheet to block out when you
every morning to increase blood flow to 3. Sit as close to the front as possible. will study each subject.
the brain. Get enough restful sleep. Your Move from people who distract 6. Eat brain-healthy snacks and drink water: no
brain puts the things you learned in the you with chatter or notes. junk food.
day into long-term memory during sleep. 4. Get an assignment notebook or 7. Have it quiet or listen to classical music (look-up
2. Have a good attitude about school and planner and write all homework the Mozart Effect).
your ability to learn. Keep your self-talk assignments and tests in it as soon 8. Work on most difficult subject first.
positive. as you get them. 9. Take a five-minute break every hour and do some
3. Be persistent. Don’t give up. When faced 5. Get ready for class by skimming over fast exercises (like jumping jacks, fast dance
with difficulty, you just need two things: a the next day’s material the night moves) to bring blood flow to the brain.
better strategy and more practice before so you can make comments 9. Use “Procrastination Busters” on the “Time Master.”
4. Know your learning style (ways and and ask good questions in class. Find a method for keeping on focus. (Some snap
times you learn best). Use all three: 6. Form study groups with smart wrist with rubber band each time they’re off focus!)
Visual learners take notes, make outlines, students who do their home- 10. Reward yourself for staying focused and complet-
view drawings in texts. Auditory: read work. (Look online for tips of ing all your homework.
material aloud, listen to books on tape; how to do it.) 11. Use “Time Master” sheets to break up your long
have someone read to you. Kinesthetic or 7. Be very polite, friendly, well- projects and term papers into smaller assign-
body-motion: do jumping jacks, jump rope groomed, and act interested in class ments. Start them early, so you have time to
etc. while reciting facts to remember. so the teacher will want to help you. revise and edit.
Tips for Successful Test-Taking
Mark the test date on your calendar as soon as you know it and begin studying days ahead. Make a study plan of what to study when and use a “Time Master”
sheet to break down “things to study” into specific blocks of time. Ask your teacher what material or chapters will be covered on the test. Use 3 x 5 inch note
cards to write important facts and formulas, and review them often. Make word associations (acrostics) to help you remember things. Take practice tests from
your book or teacher. Use colored markers to highlight points in your notes. Have someone quiz you. Before the test get a good night’s sleep; eat a good break-
fast that includes protein; and drink a glass of water so your brain is hydrated and has fuel. During the test read all the test instructions carefully first. Answer
multiple choice questions in your head; then find answer that is closest. Use positive self-talk; deal with test anxiety using stress reducers.

My Homework Routine
Make a plan to succeed in school
MAKE A PLAN
Where I will study:

What time I will study:
What days I will study:
My REMINDER to go to my study spot:
My REWARD for following my homework routine for a week:
MY HOMEWORK ROUTINE TRACKING SHEET—Month 1

1
2
3
4
MY HOMEWORK ROUTINE TRACKING SHEET—Month 2

1
2
3
4
Draw a picture of the REWARD you will receive for doing your homework in your chosen place and at your
chosen time:

Budget and Tracking Sheet

Simple forms to help your kids learn valuable financial skills
A budget is a plan-spending tool to help you decide in advance how to spend your money. Making and living by a budget can help you stretch your money
further, save for the things you really want, and give you peace of mind. Help children learn the skill of budgeting by planning and tracking what they earn
and spend. As they grow older, let them help plan and track family household spending so they get used to living by a budget.
In the family box below, write down “Fixed” expenses that don’t vary much in the box on the left. Put an X by each expense as you pay it. In the top shaded
line, write the amount you will spend in each “Variable” category that you have more control over. Whenever you spend any money in the Variable category,
write it in the white box and subtract from the amount you have left in that category. When you reach “zero” in the category, stop spending.
FAMILY TRACK-SPENDING CARD for MONTH: (INCOME: $ )

Food and Auto gas Clothes/ Gifts Recreation Charity Other What did
F I X E D B I treats
L L S and repairs
personal you buy?
X Mark when paid Amount $ $ $ $ $ $ $
Housing
Auto payment
Electricity
Heating
Water
Phones
Internet
Insurance
Medical
Education
Savings
Charities

TOTAL $ $ $ $ $ $ $ $

KIDS’ BUDGET TRACKING CARD for MONTH: (INCOME: $ )

Food and Toys and Clothes/ Gifts Fun Charity Other What
THINGS I’M SAVING
FOR treats games personal did you buy?
X Mark when saved $ $ $ $ $ $ $ $
TOTAL $ $ $ $ $ $ $ $


Help kids change for the better
These skills will help your child in life and at school. Be sure to practice them together using pretend situations several times until they come naturally.
HOW TO HOW TO
`
ACHIEVE DEVELOP
YOUR GOALS A POSITIVE NATURE
1. Recognize that life has both good and difficult parts, and
1. Think deeply about what you want most in life. that our brains grow and become more capable by solving
2. Fill out the “Achieving My Goals and Dreams” sheet. problems.
3. Read your “Goals” sheet each morning. 2. Look for a positive benefit in each difficult situation.
4. Be aware when you get distracted or tempted to vary from 3. Daily smile and say positive things to yourself and others,
your goal. even if you don’t feel like it at first.
5. Practice “Mind-Switching” to bring your thoughts to what you 4. Look for three small things to feel grateful for each day and
want most. Then do it. write them in a journal.
5. Do something nice for someone else every day.
HOW TO HOW TO
DEVELOP
PERSISTENCE
ASK
FOR HELP
1. Decide something that you want to accomplish and write
down why it is important to you. 1. Raise your hand or stand near the person.
2. List all the steps you will need to take to achieve it. 2. Ask if the person has time to help you now. If not, ask for a
3. Mentally envision yourself doing each step; then begin. later time.
4. Daily encourage yourself to be brave, be determined, and 3. Describe the problem or need clearly.
not give up. 4. Listen carefully to what they say.
5. During each step, congratulate yourself for not giving up. 5. Thank the person for helping you.


Help kids change for the better
These skills will help your child in life and at school. Be sure to practice them together several times using pretend situations until they come naturally.
HOW TO HOW TO
`
GIVE POSITIVE
RECEIVE
CRITICISM
1. Feel respect and concern for the person.
CRITICISM CALMLY
1. Look at the person politely.
2. Pick a good time and place to talk to him or her. 2. Listen carefully to what he or she is saying.
3. Say what you like about the person first. 3. Ask polite questions if you need more information.
4. Ask if the person noticed the problem. 4. Restate the criticism.
5. Ask what he or she thinks the solution might be. 5. Don’t argue. Say, “Thank you. I’ll think about it.”
6. Offer your own solution if needed and ask if he or she will do it.
7. Thank the person for listening. Express love for him or her.
HOW TO HOW TO
DEVELOP
IMPULSE CONTROL
SUCCEED
IN SCHOOL
1. Practice Mindfulness Breathing for 2–5 minutes night and
morning to train your brain to focus.
2. Choose one weak area in your life where you need impulse 1. Keep a good attitude about education and your ability to
control. Make a plan of what to think and do when you are learn. Use positive self-talk.
triggered to be impulsive. Then courageously follow your plan. 2. Don’t skip classes. Listen carefully and take notes.
3. When you are tempted to be impulsive, take three deep breaths 3. Write down all your homework assignments and test dates in
through your nose and ask yourself the W.I.S.E. question: a notebook as soon as you know about them.
W = Will everyone say it’s ok if I do or say it? 4. Start your homework as soon as you get home.
I = Is it true and necessary?
5. Divide large projects into small tasks. Do each sub-task on a
S = Will this help me be my highest and best self?
set day.
E = Do I want everyone to do it to me?
6. Be persistent. If things are hard, ask for help; do more practice
4. Redirect your thoughts to a more positive thing to do; then do it.
work; or find a better strategy.
7. Thank your teachers and be nice to them. They will be more
willing to help you.

Discover and Share Your Talents and Gifts

You have unique and important ideas and talents to contribute to the world
“Every person is born into the world to do something

unique and something distinctive, and if he or she
does not do it, it will never be done.”
Benjamin E. May, educator and scholar
“There is a vitality, a life force, an energy, a

quickening that is translated through you into action,
and because there is only one of you in all of time, this
expression is unique. And if you block it, it will never
exist through any other medium and it will be lost.
The world will not have it.”
Martha Graham, dancer
“The tragedy of life does not lie in not reaching your

goal. The tragedy lies in having no goal to reach.”
Benjamin E. May, educator and scholar

NO
Alcohol,Tobacco or
Other Drugs (A.T.O.D.)
FAMILY GOALS:
1. Review “Alcohol Brain Harms” section
on the DVD, and discuss “Harms”
handout with your kids.
2. Make a firm “No A.T.O.D. (Alcohol,
Tobacco and Other Drugs)” family rule.
3. Practice the 5 Cs using pretend
situations with the handout as your
guide. Create a plan to call parents if
alcohol is at a party.
FAMILY FUN:
Watch the “Lives Affected” video* and
have a Pledge Signing Ceremony to
celebrate “Freedom from Addiction and
Drunk Driving.” Serve treats.
* The “Lives Affected”video can be

found at http://youtu.be/M5faKg5Fz-g
l Alcohol damages the teen brain
POWER PHRASE:
l Parental disapproval is the “Our brains are the most awesome
#1 reason kids don’t drink computers ever created. Polluting
them with toxic chemicals like
alcohol, tobacco and drugs harms
l Use the 5 Cs to handle peer pressure our precious brains.”
l Set a clear, no-alcohol, tobacco, or

drugs rule, with firm consequences

Keeping Kids Alcohol- and Drug-Free

Use these six proven skills drawn from research and experience
1. BELIEVE IN 2. TEACH HOW 3. K

NOW WHY KIDS
YOUR INFLUENCE ALCOHOL HARMS DRINK AND WHAT
AS A PARENT TEEN BRAIN TO DO
• Kids say parents are the biggest influence in • Brain is not fully developed until mid- Kids drink because:
their lives—more than peers twenties; alcohol harms the • Exposure to alcohol makes them think
• Kids say parental disapproval of drinking is developing brain drinking will be pleasurable
the #1 reason they don’t drink • Impairs “white matter” formation • Impulsive; risk-taking, thrill-seeking
• Parents influence kids not to drink when • Harms prefrontal cortex—good • Immature judgment: “drunk is fun”
they bond, set clear “no-alcohol” rules, and judgment, impulse-control center
monitor activities • Bored; “nothing else fun to do”
• Harms pleasure-reward center,
creating high risk of addiction • Stressed; need ways to relax
• Harms hippocampus—learning and • Unhappy; want to escape
4. BOND WITH memory center; 10% smaller in drinkers • Peer pressure; want to fit in
YOUR KIDS
• Illegal drugs and misuse of prescription • Want to rebel or appear grown-up
drugs also harm the developing brain • Genetic predisposition; e.g. children of
• Express love, empathy, appreciation
alcoholics; mental disorders
• Speak respectfully; make time to chat
• Easy alcohol access, availability
• Eat dinner together, share values
5. SET BOUNDARIES 3 essential skills to prevent drinking:
• Be involved in their lives and activities;
encourage good school performance • Make a firm no alcohol, tobacco, or • Bonding, Boundaries, and Monitoring
• PLAY!!! One-on-one “My-Time” daily drugs rule
Try saying this: “You mean more to • Establish firm, fair consequences; then
me than anything else in the world. enforce consistently if rules broken 6. MONITOR
I’d really be sad if you drank or used • Kids must leave party if alcohol there
drugs and limited your future • Lock-up your liquor and beer; limit
• Make a firm “no riding with driver who has access to your prescription drugs
happiness.” been drinking” rule
• Know who kids are with, what they are
• Practice “refusal skills” using the “5 Cs” doing at all times (always ask the 5 Ws)
Try saying this: “Because we love • Get to know your kids’ friends’ parents;
you so much, we have made a firm, ‘no discuss your no-alcohol rules
using any alcohol before age 21’ rule;
and no tobacco or drug use, including • Make sure kids are supervised when not in
other peoples’ prescription drugs.’ school and parents are gone
We prefer you not hang out with kids • Monitor plans and parties to make sure kids
who do use.” stay in alcohol-free activities
• Help plan fun no-alcohol activities
Try saying this: “We want to get
together with your friends and their
parents, to plan fun no-alcohol activities.”

Alcohol Harms a Teen’s Developing Brain

Knowledge is power; share these alcohol facts with your kids
New research shows that alcohol affects a teen’s developing brain differently than a mature adult brain. It can harm “white matter “formation, good judgment,
memory, mental health, and greatly increase the risk of alcoholism. Share these facts with your kids, have them commit to stay alcohol-free until at least age
twenty-one, and sign the “Alcohol-Free Pledge.”
“The brain goes through dynamic change during adolescence, and alcohol can seriously damage long-and short-term growth processes.”
–American Medical Association Fact Sheet, 2003; http://www.ama-assn.org/ama/no-index/physician-resources/9416.shtml
Prefrontal Damage Altered Pleasure-Motivation System White Matter

(Good judgment area) “Adolescent Alcohol alters the brain so it gives a pleasure response to a harmful Damage
drinking could cause severe changes in chemical instead of a real experience. http://www.associatedcontent.com/ In MRI studies by Dr. Susan Tapert,
this area...which plays an important role in article/5704898/addictions_alter_the_pleasure_center.html?cat=5 binge drinking teens showed struc-
forming adult personality and behavior...” tural damage to the white matter
(AMA Fact Sheet 2003) throughout the brain—which
helps transmit brain signals. http://
Hippocampus www.npr.org/templates/story/
Damage story.php?storyId=122765890
“The hippocampus suffers from the
worst alcohol-related brain damage Impaired
in teens. Heavy teen drinkers had... Memory and
10% smaller hippocampi.”
(AMA Fact Sheet 2003) Learning
“Short term or moderate
drinking impairs learning and
memory far more in youth than
adults.” (AMA fact sheet 2003)
Alcohol Can
“Wire” A Teen’s More Troubles With Teens and Alcohol
• Alcohol poisoning: Brain cut-off switch under-developed, allows teens to
Brain For drink dangerous amounts; can die if pass-out with alcohol still in stomach
Addiction • Increased illegal drug use among teen drinkers
• Increase in youth suicide attempts (In eighth grade girls, 37 percent of
heavy drinkers attempted suicide versus 11 percent of non-drinkers)
50 45 percent of • Increase in teen pregnancies, STDs, Fetal Alcohol Syndrome babies
45 kids who begin • “The younger adolescents are when they start to drink, the more likely
40 drinking at age they are to engage in risky behaviors including promiscuity, doing drugs
Percent of Prevalence
35
thirteen will and earning poor grades...” (NIH, NIAAA publication # 67, Jan. 2006)
30
become alcohol • Brain altered in heavy teen drinkers to react positively to alcohol ads.
25
dependent (fMRI’s show high brain “cue reactivity” to visual images of alcohol adver-
20
tising vs. no response in non-drinking teens; meaning the brain is now
15 Only 7 percent
10
programmed to respond to alcohol advertisements) http://www.csam-
of those who asam.org/pdf/misc/_Brown_-_Neural_Response_to_Alc_in_Adol.pdf
5
0
begin drinking at • When kids drink, their brains’ ability to care if they make a mistake is
Age 13 14 15 16 17 18 19 20 21 age twenty-one suppressed.
become alcoholics
Grant, BF and Dawson, DA. Journal of Substance Abuse 9:103-110. 1997 FOR MORE FACTS, GO TO: www.ojjdp.gov/pubs/237145.pdf
Marijuana Harms Brain Development

There is no safe level of use for the developing brain
The most current research, including MRI brain scan studies have confirmed that marijuana use harms the developing brain and should never be used while the
brain is still developing (until age 25).
“Teens and young adults who are heavy marijuana users are more likely than non-users to have disrupted brain development.
Pediatric researchers found abnormalities in areas of the brain that interconnect regions involved in memory, attention, decision-
making, language and executive functioning skills. Studies of normal brain development reveal critical areas of the brain that develop
during late adolescence, and our study shows that heavy cannabis (marijuana) use is associated with damage in those brain regions.”
– Journal of Psychiatric Research, 2009; 43 (3): 189-204 DOI: 10.1016/j.jpsychires.2008.12.002
Harms Brain Harms Learning

Development and Memory
A variety of brain scans done on Marijuana impairs learning
college-age marijuana users showed and memory, attention,
brain damage, even with occasional decision-making,
use. The scans showed structural and causes deficits in time
abnormalities in gray matter estimation.
density, volume, and shape in the (JAMA. 2002 Mar 6;287)
nucleus accumbens and amygdala
parts of the brain. “Those who began using
(Dr. Jodi Gilman, Journal of marijuana before age 18 showed
Neuroscience, April 16, 2014) significant lower IQ at age 38 that
those who didn’t use; or those
who began using after the brain
was developed.”
Increases Risk (National Institute of Drug Abuse,
Bulletin August 13, 2013)
of Mental Illness
Studies show that young people who
use marijuana were twice as likely to
develop schizophrenia, a disabling brain
disorder, as those who didn’t use marijuana. They were
also twice as likely to develop psychosis (delusional perceptions) Creates Problems in Social Functioning
over the next 10 years as non-marijuana-users. Using marijuana People who use marijuana heavily have a persistent lack of decision-making
hastened the onset of mental illness by 3 years. abilities and show alterations in brain activity.
(www.health.harvard.edu/blog/teens-who-smoke-pot-at- (www.sciencedirect.com/science/article/pii/S105381190500100)
risk-for-later-schizophrenia-psychosis-201103071676 )
Marijuana use before age 18 resulted in higher rates of
Teenagers who use marijuana weekly have double the risk addiction—up to 17 percent within 2 years—and disruption to an
for later depression and anxiety. individual’s life . . . A 21-year study found that regular use was associated
(Degenhardt, Hall et al. 2001; Patton, Coffey et al. 2002) with increased rates of illicit drug use, crime, depression and
suicidal behaviors.
(Fergusson, Horwood et al. 2002)
I Can Have a Healthy, Powerful Brain

Staying alcohol- and drug-free keeps your brain healthy
Directions: Fill out the lines below with things that can harm your brain.
Directions: Fill out the lines below with things that help you have a healthy brain.
PLEDGE
I will value and respect my brain and I will stay alcohol- and drug-free until my brain is fully developed:

Family Protective Strategies

Use these to protect your children from alcohol, tobacco, and other drugs
Below are bonding, boundaries, and monitoring strategies that help protect kids from A.T.O.D. use. Put an “X” by the ones you already do; circle the ones
you’d like to work on. Make a plan and start out small. Add new ones as the old ones become a habit.
BONDING
We tell our children we love them and make a point to look for and compliment the good in each family member.
We spend 10-15 minutes of one-on-one “My Time” with each child almost every day.
We eat a meal together as a family at least three times a week, and make our time together pleasant.
We have weekly family meetings.
We spend time together as a family laughing and doing fun things.
We talk often to our children about their dreams and goals.
We keep up positive family customs and traditions.
We try to go to school activities such as games and performances as a family.
BOUNDARIES
We have family rules that are fair and consistently enforced. Write a clear “No Alcohol” rule here: ______________________________
________________________________________________________________________________________
We talk about our standards related to no alcohol, tobacco, or drug use; if alcohol or drugs show up at a party, kids are to call us and come home.
We encourage and support school work, and we have set times to do homework.
We divide household chores among family members.
We have rules (curfew) for each kid about what time to be home.
We encourage our kids to participate in activities that promote a positive sense of self.
We help our children develop skills in goal-setting, communication, decision-making, and conflict resolution.
MONITORING
We find out where our children are going, who they’ll be with, what they’ll be doing, and when they’ll be home.
We get to know our kids’ friends’ parents and share our no A.T.O.D. rules.
We see that our kids stay in an alcohol- and drug-free social environment.
We make sure our children don’t have access to our alcohol or prescription drugs.
We promote fun, positive alternative activities to teen alcohol and drug use.


Ask questio
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Call me if you

Family Freedom Pledge

Read, commit to, and post publicly
When people want to make a serious and commitment, they often make a pledge like the one below.
Here’s your chance to take a public stand for your freedom to love life and live smart by staying drug- and alcohol-free.
FAMILY FREEDOM PLEDGE

ALCOHOL, TOBACCO, AND DRUGS
BECAUSE
CAN NEGATIVELY ALTER THE NEURO-PATHWAYS OF

MY BRAIN AND CAUSE ME TO BECOME ADDICTED
AND
I VALUE MY FREEDOM
B E C AU S E
ANDREFUSE TO BECOME A SLAVE TO GREEDY

DRUG DEALERS OR ALCOHOL AND TOBACCO COMPANIES WHO
WOULD PROFIT FROM MY ADDICTION
AND
BECAUSE
I WANT TO
ENJOY LIFE
PROTECT BRAIN’S ABILITY
AND
MY
TO SENSE FUN AND PLEASURE FROM NATURAL HIGHS
AND
I HAVE THE P O W E R TO MAKE SMART

BECAUSE
CHOICES AND KEEP MY BRAIN FULLY FUNC-

TIONING AND A D D I C T I O N F R E E
THEREFORE
I PROMISE TO STAY ALCOHOL, TOBACCO, AND DRUG FREE
SIGNED:
DATE
AND
WE AS PARENTS RESPECT AND

BECAUSE
SUPPORT OUR CHILDREN IN THESE IMPORTANT

CHOICES, WE WILL HONOR OUR RESPONSIBILITIES
AS PARENTS AND COMMIT TO: PROVIDE A SUPPORTIVE,
LOVING FAMILY ATMOSPHERE, SET CLEAR RULES,
AND BOUNDARIES OF NO UNDERAGE DRINKING,
DRUG, OR TOBACCO USE; HELP OUR KIDS ENJOY
LIFE THROUGH SAFE, ALCOHOL-FREE FUN; AND
MONITOR THEIR ACTIVITIES TO ENSURE OUR KIDS
STAY IN AN ALCOHOL AND DRUG FREE SOCIAL ENVIRONMENT.
SIGNED:
DATE

Freedom Pledge to Never Drink and Drive

No excuses—make a personal pledge and keep it
I PLEDGE ALCOHOL IMPAIRS BRAIN

BECAUSE
FUNCTION WHICH CAN RESULT
IN DRUNK DRIVING CRASHES
AND
DRUNK DRIVING CRASHES CAUSE

BECAUSE
INTENSE SUFFERING
100%
THAT IS BOTH NEEDLESS AND
PREVENTABLE
I WILL
NOT FORCING OTHERS TO
SUFFER LIFE-LONG
RISK
GRIEF B E C A U S E O F
MY BAD CHOICES.
T H E R E F O R E
I SOLEMNLY PLEDGE NEVER TO
DRINK AND DRIVE.
I WILL ENCOURAGE OTHERS TO

DO LIKEWISE.
I WON’T RIDE WITH SOMEONE

WHO HAS BEEN DRINKING
I WILL NOT DRINK UNDERAGE OR

GIVE ALCOHOL TO A MINOR.
X DATE


Tips for staying alcohol-free
Helping children stay alcohol- and drug-free is a team effort involving both parents and kids. These skills cards will help you achieve that wonderful
goal—allowing kids to grow up addiction free. Practice the skills aloud, using pretend situations, until they become automatic.
PA R E N T T I P HOW TO
MONITOR SAY NO
ASKING THE 5 Ws USING THE 5 Cs
1. Where are you going? 1. Caution: Ask questions before saying “yes.”
2. Who are you going with? 2. Cool it: Call negative behavior as it is.
3. What will you be doing? 3. Change plan: Suggest a better idea.
4. When will you return? 4. Catch you later: Leave if they insist.
5. Will there be alcohol there? 5. Call me: Invite to join you if they change their minds.
HOW TO HOW TO
PLAN FUN
ALCOHOL-FREE
STOP
DRINKING
1. Decide as friends to party alcohol-free.
1. Value your brain; make a firm decision to stop drinking.
2. Make long category lists of fun things to do—things that
2. Find ways to cope with withdrawals.
cost money, things that are low or no cost, inside fun, and
outside fun. 3. Tell your parents and friends and ask for their support.
3. Weekly choose an activity; plan and do it. 4. Plan no-alcohol fun. Avoid drinking places and people; they
will trigger a relapse.
4. Have plenty of good food and no alcoholic drinks.
5. “Mind-switch.” Think of something else powerful and good if
5. Permit pleasant parent monitoring.
you are tempted to drink or do drugs.

The Risks of Prescription Drug Abuse

Protect your brain from addiction
Prescription drug abuse is a real danger, especially when it comes to narcotic (or opioid) pain killers. They can be highly addictive and can be as dangerous
as street drugs. Even when legally prescribed by a doctor, this type of drug must be carefully monitored and correctly used to avoid dependence, addiction,
damage to your body and brain, overdose or even death. Please take this this issue very seriously, not just for yourself, but also for your kids. Here are five
ways you can keep your family safe from prescription drug abuse:
UNDERSTAND THE RISKS TALK TO YOUR KIDS
• In a study published by the CDC 1, researchers • When it comes to prescriptions, keep a close watch on your kids—and your medication.
reported that physical dependence on opioids In one survey, half of teens believed prescription drugs are safer than illegal street drugs. 4
can begin after just a few days of use. • According to the National Center on Addiction and Substance Abuse at Columbia
• Opioids aren’t the only type of prescription University, teens who abuse prescription drugs are twice as likely to use alcohol, five
drugs that come with risks. Be aware that times more likely to use marijuana, and twelve to twenty times more likely to use illegal
other legal drugs—like tranquilizers, street drugs. 5
sedatives, and hypnotics (used to treat anxiety • Talk to your kids about the risks of prescription drug abuse. Set clear rules about using
and sleep disorders) and stimulants (like medication only as it is directed by a healthcare professional.
cognitive enhancers used to treat attention-
deficit disorders or depression)—can also be
addictive or have harmful side effects when not
used properly. 2
ASK YOUR DOCTOR / DENTIST ABOUT ALTERNATIVES
• The biggest cause of overdose deaths in adults • Opioids can be useful for some types of pain, such as cancer or end-of-life care. But there
and youth comes from prescription drug abuse. 3 are many other effective (and perhaps safer) pain management options available, such
as non-narcotic drugs, physical therapy, behavioral therapy, and alternative medicine.
• If you or your child are prescribed opioids, have a conversation with your doctor or dentist
USE YOUR to find out if that choice is right for you and you understand how to use them safely.
PRESCRIPTIONS CORRECTLY Here are some questions you can ask your healthcare provider before taking an opioid.
Screenshot
1. Do I really need an opioid? Is there a safer alternative? these questions so
you have them next
• Only take medication that is prescribed to 2. What are the risks for me? time you visit a doctor
you—and in the correct dose. or dentist.
3. Is my prescription for the lowest dose?
• Never use prescriptions for any reason other
4. How can I avoid addiction and what are the warning signs?
than the pain or injury they were prescribed for.
• Never share your prescriptions with others.
• Ask your doctor how your prescription will STORE AND DISPOSE YOUR PRESCRIPTIONS SAFELY
interact with other medication or alcohol.
• Remember pain medication isn’t like an • Store your prescriptions securely out of sight and reach of family or friends, especially kids.
antibiotic—you don’t need to finish the whole Keep track of the number of pills so you know if any are missing. Don’t combine prescriptions
prescription. Quit using them as soon as you can. in one bottle; keep them in the original container. Many problems with prescription drugs
start with people getting them from family or friends, so keep yours locked up.
• Never keep or use leftover or expired prescriptions. Dispose of them safely at a medicine
1. Anuj Shah; Corey J. Hayes, PharmD; Bradley C. Martin, PharmD, PhD, “Characteristics of Initial
Prescription Episodes and Likelihood of Long-Term Opioid Use — United States, 2006–2015.” take-back event or location, such as a drop box at a pharmacy or police station. You can
Morbidity and Mortality Weekly Report. Published by the CDC. 3/17/17. 66(10);265–269.
2. Drugabuse.gov
also mix them with an unappealing substance such as dirt or used coffee grounds and
3, 4, 5. Foundation for a Drug-Free World
throw them away in a sealed bag at home. Remove your information from the bottle.

Choosing Good Friends and

Monitoring Activities
FAMILY GOALS:
1. Discuss “What Makes a Good Friend”
handout and how to help your kids’
friends stay out of trouble.
2. Discuss and practice friendship skills.
3. Get to know kids’ friends and their
parents.
a) Share no-A.T.O.D. rules with
other parents.
b) Plan fun, no-A.T.O.D. activities
for kids.
c) Discuss ways to monitor kids
to ensure they stay in an
alcohol-free social environment.
FAMILY FUN:
Invite parents of your kids’ friends to a
multi-family get-together and discuss
l Monitoring is an important part ideas for alcohol-free fun.
of decreasing A.T.O.D. (Alcohol,

Tobacco, and Other Drug) use POWER PHRASE:
“The true mark of a good friend
is one who helps me become my
l Help kids identify, choose, and best self. Parents help that process
become a good friends with effective monitoring using
the 5-Ws.”
l Plan fun, alcohol-free activities

with friends
STRENGTHENING FAMILIES PROGRAM AGES 7–17 LESSON 9

Ask questio
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o u la t e r
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Call me if you

Making and Becoming a Good Friend

Use “mindfulness” in choosing and being a positive friend
The biggest risk factor in whether kids drink, use drugs, or participate in anti-social behavior is whether their friends do. That’s why it is so important for kids to
be “mindful” in choosing good friends who will encourage them to be their best self. It’s also important to be a good friend: to be kind, accepting of others, and
a good influence. Even with for kids who have good friends, it is important for parents to monitor their activities—even the online games they play. When kids
play violent video games, or games promoting anti-social behavior, it programs their brain for negative behavior. In one study, kids with the highest video game
usage had higher alcohol and drug use. When kids help their friends stay away from alcohol, drugs, and anti-social behavior (behavior that would harm self or
community), they’re not just being a good friend; they’re making a positive difference in the world.
Have your kids rate themselves and their friends [ 0-to-3 ] for each quality below to find out (a) what kind of a friend they are, and (b) what kind of friends they have.
Help them identify personal friendship skills that need to be developed and choose a few to work on. If current friends don’t rank high as a positive influence, help
them find new ones. If you hear of, or notice, your child being mean to others, put a stop to it immediately. It harms character and puts other kids at risk.
Me Friend Quality (rank 0-3) Me Friend Quality (rank 0-3) Friendship Skills
Friendly Snobbish to Develop
Is humble; doesn’t brag Brags, feels superior

Includes you in a group Leaves you out
Accepts you like you are Sometimes makes fun of you
Stands up for you if others talk about you Talks behind your back
Is pleased, compliments you when you do well Is jealous when you do well
Treats you kindly Is sometimes mean to you
Cares about others Is mean or cruel to others
Books on making friends:
Listens when you have a problem Minimizes your problems
1. N obody Likes Me, Every-
Doesn’t gossip Gossips body Hates Me—The Top
Generous Stingy 25 Friendship Problems and
Cares about others’ feelings How to Solve Them,
Self-centered; puts people down
Michele Borba
Stays away from gangs Gang member
2. A Good Friend: How to Make
Encourages you to do your best Asks you to do anti-social things One and How to Be One, from
Respects people who are different Disrespects those who are different Boys Town Press
Respects your values Calls you a wimp if you say “no” 3. S ay Goodbye to Being Shy,
Stands up for weak/disadvantaged kids Bullies kids, expects you to join in Richard Brozovich, Ph.D.
Patient, easy going, has a sense of humor and Linda Chase
Hot-tempered; gets angry easily
Peacemaker Gets in fights; holds grudges 4. E motional Intelligence 2.0,
Travis Bradberry and
Helps you stay out of trouble Asks you to do illegal things: drinking,
drugs, cheating, stealing, promiscuity Jean Greaves
HOW TO MAKE NEW FRIENDS

1. Respect yourself; value your own unique worth. 5. Go where you can meet new people. 8. Introduce yourself to someone in the group;
2. Care about and respect others. 6. Look for kids who have your same likes and values. mention the good things you noticed.
3. Act friendly and confident, even when you’re scared. 7. Stand near kids you want to meet; notice 9. Ask if you can join the activity. (“Mind if I join...”)
4. Learn and practice conversation skills. their actions; look for things to compliment. 10. After a while, invite them to an activity you host.

I Can Be a Good Friend

A good friend is someone who helps you become your best self
Directions: Circle the things a good friend would do. Cross out the things a bad friend would do.
BULLIES KIND TO EVERYONE USES DRUGS STEALS HONEST GETS ANGRY EASILY
DRINKS ALCOHOL GANG MEMBER GENEROUS LEAVES YOU OUT JEALOUS MEAN
STANDS UP FOR YOU MAKES FUN OF YOU LIES DOESN’T BRAG RESPECTS YOUR VALUES
CHEATS LISTENS TO YOUR PROBLEMS ASKS YOU TO MAKE BAD CHOICES JEALOUS
GOSSIPS GIVES COMPLIMENTS SELFISH HAPPY DISRESPECTS PEOPLE’S DIFFERENCES
Directions: Think about how important it is to set an example of how to be a good friend to others.
List some things you will do to be a good friend.
1.
2.
3.
4.
5.
HOW TO MAKE NEW FRIENDS
1. Be kind and respectful to yourself and others. 6. Stand near kids you want to meet.
2. Act friendly and happy, even when you’re scared. 7. Introduce yourself to other kids.
3. Say nice things and give compliments to other kids. 8. Ask if you can join other kids if they’re doing something fun.
4. Go where you can meet new kids, like the park. 9. Invite other kids to join your fun.
5. Look for kids who like the same things you do.

Stop Bullying!
Social skills and scripts for the bully, the victim, and the bystander
BULLYING: Attitudes and acts that intend to intimidate, manipulate, mock, belittle, persecute, or take advantage of; usually directed at vulnerable people.
Bullying is anti-social behavior that harms both the bully and the victim. Bullying can leave emotional wounds and psychological scars that harm self-esteem
and can last a lifetime. Bullies lack empathy, are deficient in social consciousness, and have immature moral reasoning skills. The psychological “rewards” they
perceive from bullying are harmful, and they are more likely to develop anti-social personality disorder as adults. Unless action is taken to correct and train them
when they are young, bullies can cause crippling misery to themselves and others—including parents, spouses, and children. Parents need to teach children
what bullying is, explain the lasting harms, insist they never engage in it, and teach them how to confront it. We also need to insist that schools adopt an anti-
bullying policy that requires parent notification, restitution, and retraining in empathy and moral reasoning skills. The following can help in a bullying situation.
HOW TO HOW TO
STOP BULLYING CONFRONT A BULLY

1. If you have bullied or mocked others, stop yourself, admit 1. Recognize what bullying is and never participate in it.
fault, apologize, ask forgiveness, and seek to make amends. 2. If you see bullying, stand up for the victim. You can try to
2. Recognize that every human being has a right to and help the victim get away from the bully (e.g., invite them to
deserves kindness and respect. join you or make up an excuse for them to leave). Or, you can
confront the bully if you feel comfortable with that:
3. Bullying or mocking others harms your psyche, creating anti-
social brain wiring, which damages your character. a. “(Insert bully’s name), what you did is bullying. It’s anti-
4. People who are different or have disabilities provide you with social behavior and we don’t like it. You need to stop.”
an opportunity to practice compassion. Appreciate and be b. “Come on, stop bullying. You’re better than that.”
kind to them. 3. Remember: there are no innocent bystanders. If you laugh or
5. Remember whatever good or bad you give out in life will encourage the bully, you’re a bully too.
come back to you. Choose a good life by being kind.
OTHER BULLY COMEBACK LINES
1. “Sorry, your words are meaningless.” Or, “So what?”
HOW TO 2. “How does it feel to be a bully?”
3. “Did you know people dislike bullies and talk about them behind their
STAND UP TO A BULLY back?”
4. “Are you trying to bully me? If you are, it won’t work.”
1. Recognize you have worth as a human being. You have a right 5. “Excuse me; you’ve mistaken me for someone who cares what
to a life free from fear, mocking, persecution, or intimidation. you think.”
2. Your first priority is to stay safe. If you feel threatened, avoid 6. “You’re wasting my time.” Or, “You’re boring me.”
contact with your bully, and find an adult. 7. “How would you feel if someone was treating you this way?”
3. When you are ready to confront your bully, have confident 8. “I could feel bad about what you’re saying, but you’re not worth it.”
body language and the courage to look him or her in the eye 9. “Why do you have to bully people to feel good about yourself?”
and stand up to bullying. Remain cool and calm. 10. “Did you know that people who bully have poor self-esteem?”
4. Practice assertive comebacks: “If you want to lower yourself 11. “I must be pretty important to get this much attention.”
by bullying me, go ahead. But I will report you because it’s
wrong to treat people like this.”
Children who are bullied by siblings at home are
5. Don’t fight back with bad behavior or insults. Take a deep three times more likely to develop psychotic
breath, use a friendly and assertive voice, and walk away. disorders as young adults. Stop sibling bullying!

Monitoring Kids’ Activities

An essential skill to prevent youth addiction and delinquent behavior
Monitoring means knowing where your children are, who they are with, what they are doing, when will they be home, and whether there will there be alcohol or
drugs at the activity. Monitoring is an essential parenting skill to protect kids from using harmful substances or participating in delinquent or anti-social behavior.
Because parents have the legal and moral responsibility to protect their children from harm, they have the inherent right to monitor their children’s activities to
make sure they stay in an alcohol- and drug-free social environment—regardless of how loudly teens push back.
Monitoring children and teens is essential because the risk-taking part of a teen’s brain develops very early in life, and the good judgment, impulse-control part
of the part of the brain doesn’t finish developing until the early 20’s.

Monitoring is easier if you make and adhere to three parenting rules:
1. Set up and enforce a reasonable, healthy curfew, with consequences if they violate curfew.
2. Always ask your children the 5 W questions while they are planning any get-togethers or activities and before they
leave the home. Then verify that they are where they said they would be, doing what they said they would do.
A good motto is: “Trust—but verify.”
3. Talk to the parents of your children’s friends to be sure they agree with your “No A.T.O.D.” rules and will monitor
kid’s activities while at their home or under their supervision. Ask them to help plan fun “No-A.T.O.D.” activities on
a rotating basis.
THE 5 Ws OF MONITORING:
1. Where are you going?

2. Who are you going with?
3. What will you be doing?
4. When will you return?
5. Will there be alcohol or drugs there?

Assess Your Child’s Risk for A.T.O.D. Use

Evaluate your child’s risk of using alcohol, tobacco, or other drugs
Whether kids use A.T.O.D. depends on life factors that protect or put them at risk. Evaluate “Risk and Protective Factors” for each child, and write the number
of the risks you find. Create an “Action Plan” to reduce the risks and increase the protections. Review “Family Protective Strategies” for ideas.
PUTS YOUR CHILD AT RISK: PROTECTS YOUR CHILD: EVALUATION OF YOUR CHILD:

PERSONAL: PERSONAL: NAME: # OF EACH RISK:
1) Difficult temperament from age 2–3 1) Social skills to respect authority
2) Impulsive; hyperactive, on edge 2) Self-control; can delay gratification
3) Thrill seeking, risk-taking 3) Opportunity for positive involvement
4) Low self-esteem or depression 4) Positive sense of self
5) Attitudes favorable to A.T.O.D. use 5) Pro-social beliefs, norms and values
FAMILY: FAMILY:
6) Lack of love and nurturing; neglect 6) Strong, loving parent-child bonds
7) Chaotic, poorly managed home life 7) Functional, well-managed home
8) Harsh discipline; or lax discipline 8) Mild, consistent discipline
9) Hostile parent-child conflicts 9) Clear rules against A.T.O.D. use
10) Insufficient parental monitoring 10) Monitoring child’s activities and peers
11) Teenage mother 11) High expectations; involved parent
12) Parent who abuses A.T.O.D. 12) Parents set a good A.T.O.D. example
PEERS: PEERS:
13) Friends who use/ approve A.T.O.D. 13) Peers disapprove of A.T.O.D. use
14) Peer rejection 14) Positive social opportunities
15) Poor social skills 15) Well-developed social skills
SCHOOL: SCHOOL:
16) Poor school performance 16) School attendance and success
17) Aggressive classroom behavior 17) Participation in school activities
18) Low commitment to school 18) Caring support of teachers and staff
COMMUNITY: COMMUNITY:
19) Frequent moves/ changing school 19) Opportunities for participation
20) Bar density-easy access to A.T.O.D. 20) Decrease A.T.O.D. accessibility
21) Poverty 21) Strong bonds with religious organization
ACTION PLAN TO PROTECT MY CHILDREN FROM ADDICTION:
CHILD: THINGS TO DO TO REDUCE RISKS AND INCREASE PROTECTIONS


How to build friendship skills
Practice these simple friendship skills over and over with your children until they feel comfortable using them in real life.
HOW TO HOW TO
INTRODUCE DEVELOP
YOURSELF EMPATHY
1. Smile, look friendly, and act confident. 1. Recognize the equal worth of every person.
2. Use a casual voice. 2. Notice the needs of those who are different.
3. Say, “Hi, my name is _____. What’s yours?” 3. Think how that situation would make you feel.
4. Ask an open-ended question. 4. Care what happens to others; be kind.
5. When leaving say, “It was nice to meet you. See you around.” 5. If possible, do something about a need or injustice you notice.
HOW TO HOW TO
GET ALONG
WITH OTHERS
MAKE
CONVERSATION
1. Recognize that others have equal claim to a good life; respect 1. Stand near the person, make eye contact, and smile.
them as equals. 2. Using a pleasant voice, ask an open-ended question.
2. Be unselfish; willingly take turns and share. 3. Use “LUV-Listening” to respond.
3. Feel pleased when others achieve good things. 4. Thank the person for chatting with you.
4. Don’t brag or put others down.
5. Find fun activities you can do together.

Values, Traditions,
and Service
FAMILY GOALS:
1. Discuss family values; explain why
each is important to you and how
they will benefit kids. Write them
on the handout and find ways to
reinforce them.
2. Discuss and establish fun family
traditions and ways to give family
service; write on handout and
post them.
3. Together, discuss how kids can be an
“Agent for Change” to help others be
alcohol-free.
FAMILY FUN:
Make a Family Shield with four family
values. Create a motto that represents
those values and write it above the
shield. Display it in your home.
l Identify, teach, and reinforce POWER PHRASE:
pro-social values “Our happiness is directly related to
adopting pro-social values, giving
l Establish fun family traditions service to others, and bonding with
fun family traditions and happy
l Give service to help build and family rituals.”
strengthen society

Fun Family Traditions

Creating and celebrating happy family memories
Family traditions are ways of celebrating events or happenings that help kids have fun and feel a sense of identity, belonging, and connectedness. Tradition
celebrations can happen once a year, like a family reunion or a holiday celebration, or take place on a monthly or weekly basis like a monthly Sunday dinner
with relatives or a Friday night family board game. A monthly “Give Back to My Community” day of service—either by helping elderly neighbors, helping
the less fortunate, or picking up trash in the park—helps kids develop empathy and respect for their community. A tradition can also be a “family cheer”
to celebrate a success, like good grades; or a group hug for making it through a hard day. Regardless of how your family decides to celebrate or serve, it’s all
about happy, healthy togetherness.
Below, write the traditions you already enjoy and ask yourself: “Are our family traditions adequate to produce happy family bonding?” and “Do they reinforce
our values?” If not, how can you make them more meaningful? If you would like to create a new family tradition, what events would you like to celebrate?
Write down your ideas in the middle column. Add ways to make good health part of your on-going holiday traditions by including physical activity, healthy
foods, and new healthy ways to fix traditional foods.
Our Current New or Improved Some Ideas to Get

Family Traditions Family Traditions You Thinking
• Family game night

• Reunion with extended family
• Religious holidays; add service to deepen
meaning
• National holidays: add meaning like
hanging “Blessing Leaves” on Thanksgiving
“Thankful Tree”
• Picnic celebrating summer
• Birthday dinners / breakfasts
• Sunday dinner with relatives
• Friendship day: invite neighbors
• Independence Day; make a collage of gifts
freedom provides
• Make a “Welcome New Baby” book
• Father-son outing
• Daddy-daughter date
• Monthly lunch date with Mom
• Saturday special breakfast
• Memorial Day: celebrate your heritage by
learning of ancestors
• Celebrate Grandparents Day with service,
a meal or coupon to a restaurant
• Celebrate Mother’s/ Father’s Day with
“service” coupons
• Write love notes of things you like about
each other on Valentine’s Day
• Celebrate wedding anniversary by doing
your own “circle of love”
• Hold a monthly “Values” night and serve
treats

I Can Contribute
Recognize society’s benefits and begin now to give back
Like the air we breathe, the benefits we get from society are so prevalent that we often take them for granted. That’s especially true for kids, who naturally begin life a
bit self-centered. It is our job as parents to help them realize that so much of what they enjoy was paid for by the work and sacrifice—even the very lives—of those
who came before them. But these benefits come with a cost—we and our children are expected to pass on a stable, orderly, and well-maintained society to the next
generation. Parents need to help kids come to a realization that they have an obligation to protect and build society; that they have the capacity within themselves
to become a positive “agent of change” in their family, with their peers, and even their community. When kids are awakened—not only to a sense of duty, but of
empowerment—anti-social activities like joining a gang, or buying drugs that empower and pad the pockets of criminals, are no longer enticing.
Help your kids make a list below of all the benefits they enjoy from society. Then write down the anti-social activities that tear down or harm society. Include
the ripple effect of things such as using drugs, tagging others’ property, cheating on taxes, not voting, or drunk driving. Then discuss and brainstorm what you
and your kids can do to make society stronger—one brave personal choice at a time.
What Blessings or What Anti-Social What Can I Do to Make

Benefits Does Society Behavior Harms Society? Society Stronger?
Provide Me?
Did you know? Many problems we face as a society have their roots in underage drinking, since it often spawns drug use and other criminal
behavior. Here are some research-proven environmental strategies to help prevent it: 1) Increase alcohol taxes and use in prevention programs.
2) Require registration and tracking of beer kegs. 3) Support social host laws that penalize adults who host underage drinking parties. 4) Support the
age 21 law. 5) Support “environmental factors” that promote healthy alcohol use in a community, including limiting liquor licenses and hours of operation.

I Have Power to Do Good

Doing good in my family, school, and community makes me happy
Our brain is “hard-wired” to give feelings of pleasure when we do good. You can increase your feelings of happiness by giving service and doing good to others.
“There is a vitality, a life force, an energy, a

quickening that is translated through you into
action, and because there is only one of you in all of
time, this expression is unique. And if you block it,
it will never exist through any other medium and it
will be lost. The world will not have it.”
Martha Graham, dancer
Directions: Make a list below of things you can do in your family, school, and community to make them
better and happier.
1.
2.
3.
4.
5.

Shield Your Family by Sharing Your Values

Design a shield and create a motto highlighting your most important values
Values are attitudes about life that determine our thoughts and A motto is a brief statement that captures the values and beliefs
actions. Pro-social values—that benefit self and society—help kids make of an individual or family. For hundreds of years, families have created
good decisions and feel happier. Write the values that matter most to your mottoes and put it on their family shield or crest to let people know
family on the shield. Some to consider are: • Ambition • Charity • Chastity • what they stood for and aspired to be. Some examples of family mottoes
Cheerfulness • Civility • Conscience • Cooperation • Courage • Creativity • are: “All for one and one for all.” “In difficulty, win by patience.” “When
Empathy • Education • Environment • Faith • Fairness • Forgiveness • the going gets tough, the tough get going.” “We are strong with love.”
Frugality • Generosity • Gratitude • Hard Work • Honesty • “No empty chairs.” “Love each other.”
Humility • Kindness • Love • Loyalty • Making Amends for Wrongs •
Optimism • Patriotism • Peacemaker • Respect • As a family, thoughtfully develop a motto and write it in
Responsibility • Sexual Fidelity • Self-Control • the banner on the shield. Enjoy designing, coloring
Self-Motivation • Self-Reliant • Self-Respect • and being creative with your family shield
Serenity • Service • Tolerance • and then post in a prominent place.

Keeping the Changes We’ve Made

5 skills to bond, set boundaries, and monitor to keep kids safe from addiction
1. PRACTICE MINDFULNESS to calm and strengthen

your brain by doing breath awareness exercises. (Intro Lesson)
2. HAVE “MY TIME.” Daily one-on-one play

time with each child, where you focus on giving
positive attention and compliments. (Intro Lesson)
3. NOTICE AND COMPLIMENT THE GOOD DAILY

Make sure your compliments are sincere, specific, and enthusiastic.
(Lesson 1)
4. COMMUNICATE WITH LUV-LISTENING AND

RESPECTFUL “I-MESSAGES”Banish the Communication
Boulders. (Lesson 2)
5. HOLD A WEEKLY
FAMILY MEETING
(Lesson 2)
6. USE POSITIVE
DISCIPLINE AND
REWARDS TO CHANGE
BEHAVIOR. 7. MONITOR YOUR KIDS
Teach and reward the behaviors and their friends to make sure
you want, and be consistent that they stay in an alcohol- and
in calmly using mild negative drug-free environment. (Lesson 9)
consequences for non-compliance.
(Lessons 3 and 4)

Building brain power with values and skills
These values and skills will arm your children with life-long habits that are highly respected, valued in the workplace, and create personal satisfaction.
HOW TO HOW TO
TELL DEVELOP
COURAGE
THE TRUTH 1. Recognize that fears are generated by thoughts.
1. Look at the person.
2. Keep your self-talk positive (“I can do this....”)
2. Reflect on your commitment to tell the truth.
3. Decide on your values, why they are important to you.
3. Answer questions honestly, saying exactly what happened.
4. Be willing to take hardship or persecution.
4. Don’t leave out details to misrepresent what
happened. 5. Respectfully speak up when you see a wrong done.
5. Admit to mistakes; offer to make amends.
HOW TO HOW TO
SET
AN EXAMPLE
BE AN
AGENT OF CHANGE
1. Be humble; recognize everyone has worth.
2. Resolve to live true to your values. 1. Notice something in your home, school, or community that
3. Work hard to excel in an area. needs to be changed.
4. Be kind and friendly to everyone. 2. Research and talk to others about it.
5. When faced with a choice between a “low road” (anti-social 3. Decide on a plan of action.
behavior) and a “high road” (pro-social ways), always choose 4. Talk to friends and get their support.
the “high road.” 5. Present your idea to those in charge; work to make it happen.
6. Encourage friends to do the right thing.

Talking with Your Kids about Sex

Helping youth understand rights, responsibilities, and consequences
One of a parent’s most important jobs is to teach children about the rights and responsibilities of sexual reproduction and the innate power they have to
create human life. To be effective, parents need to have many open, honest conversations about it throughout a child’s life based on their own family values.
Here are three things parents need to share with their kids:
1) H
ow the miracle of human life is created when two tiny cells, each carrying a man and a woman’s personal DNA, meet in a woman’s body and begin
the amazing process of making a baby. They need to know about the female menstrual cycle and how to prevent conception.
2) Sexual activities release powerful “bonding chemicals” in the brain that create intense euphoric feelings and are designed to create strong emotional
ties with a spouse. These sexual experiences become a fixed part of a person’s brain wiring. When physical intimacy between loving couples is combined with
emotional intimacy and a lasting commitment to their relationship, sex is much more enjoyable, satisfying, and helps create stable marriage relationships.
3) T he right to mate and reproduce the human species carries enormous responsibilities. A stable society depends upon well-raised children who
become responsible, law-abiding, tax-paying adults. Because a person’s sexual actions can produce human life—those choices are not their “own private
business”—they can permanently affect the lives of others. Once a baby is born it cannot be “put back.” Children have the right to be born into a family
with two loving parents to care for them. When children are born outside of a marriage relationship, they are more at risk for neglect, poverty, abuse, and
addiction—forcing the child into unhappy, difficult circumstances. Often, society has to support the child or pay for problems he or she may cause.
Parents need to teach youth that their personal sexual choices can have a positive or negative effect on themselves and society: a positive (or pro-social)
effect when it serves to bond couples in a loving, stable family relationship that produces children who grow up to become contributing citizens. Or it has a
negative (anti-social) effect if it spreads disease, exploits women or children, or results in children born outside of a stable family relationship.
Factors That Put Teens at Risk for Early Sex

Other Facts to Share with Teens and Unplanned Pregnancies
• Every child has the right to be born into a family and be cared for, as
much as possible, by the mother and father whose sexual union gave While teens have the ultimate choice over whether they participate in
him or her life. (UN Convention on the Rights of the Child, article 7, 1990) early sexual activities, parents can lower the risk by being actively
involved to prevent or minimize the following risk factors:
• Single teen mothers put their children at higher risk to have health
problems, live in poverty, be neglected or abused by others, do poorly Alcohol or drug use lowers inhibitions, good judgment, and the
in school, use alcohol and drugs, run into trouble with the law, and 1 ability to care if they make a mistake; often used for date rape
become teen mothers or fathers themselves.
• Children who are neglected or abused often suffer attachment anxiety, Media influence: Kids who watch “R” rated movies are twice as
which later negatively affects their ability to bond in a romantic 2 likely to engage in sexual activities, have unplanned pregnancies
as those who don’t watch sexually explicit films
relationship as an adult, and hinders their ability be a responsive
caregiver to their own children. Children deserve better than this.
• Two-thirds of teen mothers never finish high school, which means they
3 Negative peer pressure gives the false belief everyone is doing it
have to take lower-paying jobs, or be publicly supported on welfare. 4 Pornography: damages brain’s pleasure center, making it harder to
bond with a spouse (or future spouse); addicting
• Half of all single mothers receiving welfare had their first child in their
teens, before they were mature themselves. 5 Exclusive dating or dating older boys/men
• Only 20% of teen fathers ever marry the mother. 6 Lack of parental love; lack of affection from a father
• If a boy fathers a child, legally he is financially responsible for raising the Lack of parent monitoring of activities, dating partners, and time
child to age 18. Young fathers can be court-ordered to pay thousands of
7 alone—particularly when parents are at work or late at night
dollars in child support, and have their wages garnished if they fail to pay.
8 Abuse: Sexual, physical, emotional abuse, or neglect

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 MARRIAGE & RELATIONSHIP TIPS
Creating Stable Families (part 1)

Society’s future depends on learning how to create stable families
As teens mature, some of the best things parents can teach them are the attitudes and skills to create loving, stable families of their own. These include 1) skills to
develop an enduring romantic relationship, 2) skills to create a happy, stable home-life, 3) a commitment to honor, support, and protect each other and the
relationship, and 4) pro-social values that foster loving family relationships. This includes the value of socially-responsible sex (i.e., sex that bonds a couple
in a loving, stable relationship, and doesn’t spread disease, exploit women or children, or produce children outside of stable family relationships).
This visual can help you teach these preparing-for-marriage skills: a foundation of good values; a “romance wheel” to create loving relationships; a sturdy
house of personal skills built of four walls and a roof; and a strong commitment “fence” to surround and protect the marriage relationship.
4 WALLS represent the skills of 1) wise financial 2 ROOF pieces illustrate appropriate
planning, 2) good relationship skills, 3)home and physical affection and family fun
family management, and 4)positive health practices
ROMANCE WHEEL
offers 8 steps to create an
enduring romantic relationship
FOUNDATION
of 10 pro-social values such
as honesty, responsibility,
generosity, and kindness
STRONG COMMITMENT FENCE

to protect the marriage relationship and keep out things that could harm it (e.g., pornography,
addictions, meddling in-laws, wandering eyes, or attractions to others).
©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 1


Foundation, romance wheel, and fence
Foundation of 10 Pro-Social Values 8 Steps to Create an Enduring Romantic

“Pro-social values” are personal beliefs on how to behave and treat others. Relationship
They are like interlocking blocks that serve as a firm foundation for a These are shown as a wheel because once you go through steps 1-8, you
marriage relationship. When you include these 10 fundamental beliefs begin number 1 again, this time at a deeper level and continue in these
in your value system, love can flourish: steps all the rest of your married life.
1. Honesty 6. Peace & Harmony 1. Notice the good in each other 5. Have honest disclosure
2. Generosity 7. Service 2. Communicate admiration 6. Share life’s dreams and goals
3. Kindness 8. Self-control 3. Gaze into each other’s eyes 7. Show loving physical affection
4. Respect 9. Responsibility 4. Think positively (about the 8. Be kind and perform acts
5. Sexual Fidelity 10. Admitting & Correcting Mistakes person and the relationship) of service
HONESTY GENEROSITY KINDNESS RESPECT SEXUAL FIDELITY
CE
SERVI NOTIC
This love-producing circle then needs to be surrounded with a protective
OF E TH
TS EG
AC 8 1 OO
fence, which is a commitment to honor and protect the relationship
G D
OVIN
L
CO
N
IO
M
CT
MU
FE
NIC 2
AF
ATE
AL
YSIC
ADM
7
SHOW PH
Protective Fence
IRATION GAZE INTO TH

OALS
S&G
3
M
DR 6
E
EA
OTHE
R’
E
AR
S EY
SH
ES
E TH
5 SUR INK 4
O
SCL POS
MISTAKES NEST DI ITIVE
LY
HO
CORRECT HARMONY
ADMIT & RESPONSIBILITY SELF-CONTROL SERVICE PEACE &


House with walls and roof
Building a marriage is like building a home: it needs four strong walls and a good roof.
WALL 1: WISE FINANCIAL PLANNING WALL 2: GOOD RELATIONSHIP SKILLS

1) Get a good education with marketable skills. 1) Notice and compliment the good in others; accept and
2) Find a good job and work hard to provide for your appreciate differences.
family’s needs. 2) Use effective communication skills including LUV-Listening
fold here and glue to back side of WALL 2

3) Establish financial goals and write them down. and respectful, assertive I-Messages. Avoid Communication
Boulders).
4) Make a reasonable budget to meet those goals. Track
your spending; review weekly as a couple. Avoid 3) Treat others with kindness, unselfishness, and affection.
impulse purchases and buying to impress others. Plan Express love often; notice needs and give service.
ways to share with those who are less fortunate. 4) Practice good problem solving and negotiation skills.
5) Save for the future. 5) Use good anger management and conflict resolution skills.
*Evaluate your behavior often: “Are my attitudes or actions
helping or harming family relationships? What do I need
to change?”
WALL 3: HOME & FAMILY MANAGEMENT WALL 4: POSITIVE HEALTH PRACTICES

1) Plan and use time wisely to accomplish the things that 1) Appreciate your body. Cultivate a positive mental attitude
are most important to a stable family life. and avoid all addicting substances.
2) Work to have an orderly and well-functioning home 2) Plan and eat nutritious meals with whole grains,

where each member has responsibilities and contributes. vegetables, fruits, and low-fat protein.
3) M ake chore charts. Establish a set cleaning time. 3) Maintain a healthy weight: eat normal portion sizes,
Reward compliance. healthy foods, mindfully enjoy each bite, and stop when
4) Have set places for each person’s belongings. Put back you begin to feel full.
the things you use. 4) Get physical exercise five days a week. Include aerobic,
strength-building, and stretching exercises.
5) Set up positive routines with set times to pay bills,
clean house, do homework, have family meetings, and 5) Try to get 8 hours of sleep each night. Maintain a consistent
have family fun. bedtime.
fold here and glue to back side of ROOF 2
ROOF 1: APPROPRIATE PHYSICAL AFFECTION ROOF 2: FAMILY FUN

Appropriate physical affection (including touching, hug- Plan and make time to laugh, play, and have weekly fun
ging, caressing, kissing, and massaging) triggers “feel- activities as a family. Family fun contributes to healthy
good” chemicals in the brain that make family feel loved family bonding and is good for children’s brain health.
and emotionally bonded.
(Appropriate physical affection includes the duty to protect

children from sexual abuse.)
fold here and glue to back side of WALL 2 fold here and glue to back side of WALL 4
Couple’s Time: Questions to Reconnect

Communication that increases love, understanding, and appreciation
WHAT: Once a month, plan a quiet time alone when kids are put to bed early and parents have “Couple’s Time” where you can talk undisturbed for an hour
about 1) your positive memories, thoughts and feelings for each other; and 2) your needs to help your relationship flourish. It can be during a quiet dinner or
sitting together in a favorite quiet spot.
HOW: Decide on the time and place ahead of time. Set the mood by playing soft music that you enjoyed during courtship, lighting a scented candle, or by
taking a few minutes to do a “Loving-Kindness Meditation” exercise directing positive thoughts towards yourself and your spouse (See Handout 1-9).
Begin by reading The Love Pledge and then bring to mind a happy memory you shared together, before you were married, where you felt loved. Savor the
feeling the memory created. Touch hands and look into each other’s eyes for a minute or two. Then take turns choosing a few positive expressions to
complete from the first category (below). Then share ideas or needs from the second category while your spouse LUV Listens. End Couple’s Time by
expressing your love and sharing physical affection.
The Love Pledge

I care deeply about you and desire to understand your thoughts and feelings. I pledge to create a loving and emotionally safe environment for you to tell me
about the things you think, feel, and need. I will “LUV-Listen” with respect, and promise not to get angry about the things you share.
Expressions of Appreciation Expressions to Increase Understanding

(Adapted from JoAnn Larsen, DSW) and Help Our Relationship Flourish
• “The thing I love most about you is…” • “A feeling I have trouble with is…”
• “I am especially proud of you when…” • “When I can’t express something to you, I…”
• “The thing that attracted me to you was…” • “One thing I am afraid of is…”
• “One of the happiest times of my life was…” • “A habit I have that bothers me the most is…”
• “Something good that I learned from you is…” • “I need you most when…”
• “One of your best assets is…” • “I wish you would let me know when…”
• “I like it when you…” • “Something I need most from you is…”
• “A peak experience in our relationship is…” • “It hurts me when…”
• “One of the needs you satisfy in me is…” • “A pattern I see in our relationship is…”
• “A song that reminds me of you is…” • “I would like our relationship to…”
• “The things I most like to do with you are…” • “I wish you would let me know when I …”
• “You are most helpful when …” • “When we fight, I…”
• “The things that hold us together are…” • “I tend to not tell you about…”
• “One way I try to show I love you is…” • “I think you avoid me when…”
• “What I like most about our relationship is…” • “An important issue between us is…”
• “What I would miss most about you is…” • “A question I’ve wanted to ask you is…”
• “The gift I would like most to give you is…” • “To keep from being hurt, I…”

Making Happy Marriages (part 1)

Proven skills and attitudes to create the marriage you’ve dreamed of
(Print two worksheets per couple)
A happy, secure marriage—where spouses are best friends; who love, support, and nurture each other; and who enjoy mutual sexual pleasure—is one of
life’s greatest joys. Research shows that most marriages can be made joyful, caring, and romantic by adjusting partners’ attitudes and developing specific
skills to change behaviors and build a close marital friendship.
It is worth the effort to make these mental adjustments and learn these new skills because a happy, secure marriage improves mental and physical health;
contributes to economic prosperity; and helps you have a happier, more fulfilling life. A happy marriage is also the foundation of a stable society, because children
will be more emotionally stable and grow up to be thoughtful, law-abiding, responsible adults who contribute to the well-being of society.
Below are attitudes and skills that either help a marriage become joyful and satisfying or that harm it. Each of the harmful ways of interacting are “learned
behaviors” that can be corrected by learning and practicing new attitudes and skills.
Put a check mark by the ones you engage in, and ask your spouse to grade you as well. Then, using the form on page 10-12, have a pleasant personal conference
where you lay aside defensiveness, refrain from blame, and take honest note of your skill deficiencies and attitude errors. Make a plan to correct the negatives by
choosing to learn, embrace, and live the positive opposite of each deficiency. Practice Loving-Kindness Meditation towards your spouse daily. Track your behavior.
With honest soul-searching and effort, you can change your attitudes and learn skills to create the joyful marriage you’ve always dreamed of.
Attitudes and Skills to Create Attitude Errors, Skill Deficiencies, and

a Happy Marriage Toxic Behaviors that Destroy Marriages
__ Respects and has positive regard for spouse, despite differences __ Lacks respect for spouse; feels superior; has little positive regard
__ Values spouse’s friendship; makes time to play, talk __ Fails to take time to nurture friendship, play
__ Notices and appreciates spouse’s good qualities; expresses it daily __ Fails to notice the good in spouse or express appreciation
__ Affectionate: seeks to touch, kiss, have eye contact, hold hands __ Stingy with affection; withholds touch, caressing, or kissing
__ Daily expresses love, devotion, and positive feelings for spouse __ Fails to express love and positive feelings
__ Polite and courteous; mindful of how harsh words can harm __ Impolite, disrespectful, uses cross tones of voice and sarcastic humor
__ Expresses own needs; airs differences; discusses hard subjects __ Fails to express own needs and desires; harbors resentment
__ Looks for positive intentions; gives spouse the benefit of the doubt __ Takes offense easily; assumes negative intention; reacts negatively
__ Kind; looks for ways to be thoughtful, give service, fulfill needs __ Unkind, self-centered, disagreeable, demanding, cross, or mean
__ Unselfish, generous; lets spouse have his/her way 50% of the time __ Selfish, stingy, puts own needs first; insists on having own way
__ Doesn’t blame; uses Positive Criticism and assertive complaints __ Critical; makes hurtful comments instead of specific suggestions
__ Accepts Positive Criticism; looks for ways to improve self __ Stonewalls: refuses to acknowledge concerns; denies responsibility
__ Forgives freely __ Withdraws; is distant; emotionally “checks out”
__ Apologizes; offers to make amends for wrongs or hurts caused __ Harbors grudges; remembers offenses; fails to forgive
__ Interested in spouse’s thoughts and ideas; empathetic at hardships __ Fails to apologize and make amends for wrongs and hurts
__ Respectful in disagreements; doesn’t let it sour other parts of life __ Hostile in disagreements; lets it spill over and sour other parts of life
__ Committed to spouse; refuses to think or get involved with others __ Wandering eyes: lets thoughts and affection wander to others
__ Resists any pornography __ Views pornography; triggers pleasure from images, instead of spouse
__ Totally honest; doesn’t lie, cheat, steal, or attempt to deceive __ Dishonest, lies, manipulates facts, or fails to keep commitments
__ Doesn’t use illegal drugs or abuse prescriptions; limits alcohol __ Alcohol or drug addiction (including prescription drugs)
__ Desires financial stability; budgets and spends money wisely __ Poor money management; over-spends and puts family at risk
__ Shares meaningful sexual intimacy that fulfills spouse’s emotional __ Demands or spitefully withholds sex; coercive, demeaning, or
and physical needs; respects spouse’s sexual boundaries insensitive to spouse’s sexual wants or needs
__ Hard working and dependable __ Lazy or undependable; messy
__ Tries to be healthy and attractive to his/her spouse __ Neglects health and appearance


A plan for increasing love & correcting attitude errors or skill deficiencies
(Print two worksheets per couple)
1. Set a goal. Decide what you want your marriage to be and feel like and write it below:
_______________________________________________________________________________________________
2. S et up protocols: Decide on respectful protocols (set ways of doing or discussing things) to handle difficult aspects of marriage. Remind each other to follow them.
a) How we will handle disagreements:__________________________________________________________________
b) How we will handle money/budgeting issues:____________________________________________________________
c) How we will handle concerns about sex: ________________________________________________________________
d) How we will handle differences in parenting:_____________________________________________________________
e) How we will protect our relationship from intruders: ________________________________________________________
3. T ake inventory; discard anti-social behaviors: Look at the attitude errors and skill deficiencies you marked on the previous page. Recognize that
they are anti-social behaviors and that they harm your ability to have the loving marriage you want. Desire to rid yourself of them. With the help of your
spouse, choose three things that are most harmful to your relationship. Decide that you will permanently abandon those negative things and adopt the
positive opposite of each behavior or attitude.
4. Write the 3 positive behaviors you will begin doing here. (List any skills you need to learn to put the behaviors into practice.)
a) SKILL:
b) SKILL:
c) SKILL:
Contract: Write out a Contract for Change on each new behavior. Do Positive Practice and track your behavior. Apologize when you make a mistake and keep trying.
5. G ive a gift of self to your spouse by asking: “What is one thing you would you like me to do differently to make you feel more loved?” (List it as a
positive behavior—something you want him or her to DO, not STOP doing.) Write it here: _____________________________________
6. Develop emotional intimacy: Learn the skills required to develop emotional intimacy and put them into practice. This will help emotionally heal a spouse
who is burdened with “attachment anxiety/avoidance” caused by poor nurturing or abuse as a child. It will provide a more peaceful, happy marriage.
Tips to Develop Emotional Intimacy in Marriage

1) Emotional intimacy 2) Emotional intimacy 3) Emotional intimacy 4) Emotional intimacy 5) Emotional intimacy
begins with trust in the love, requires communication requires basic generosity of requires the skills of resolving requires willingness to learn
deep commitment, and skills that foster love, heart, noticing and comple- concerns and conflicts in a the touches that please and
kind intentions of a spouse. peace, and understanding, menting the good in each fair, respectful way; forgiving arouse your spouse; appreci-
This is coupled with a secure which enable openness other, sharing, wanting the and letting go of past hurts; ating the natural differences
sense of knowing you are and honesty in sharing best for each other, and giv- and not holding grudges. between men and women;
respected as an equal and private thoughts and ing each other the benefit of It also requires eliminating and finding enjoyment in
you feel totally safe, both feelings, knowing they will the doubt. angry, unkind, or revengeful fulfilling each other’s sexual
emotionally and physically. be valued and protected. outbursts. needs.
DAILY WEEKLY MONTHLY
__ Kiss; say “I love you;” touch; hug; make eye contact __ Go on a fun date __ Hold a family meeting __Take a relationship inventory
__ Do a kind deed; say what you like about __ Build your friendship __ D iscuss goals, children, __ Review and set goals to build relationship
each other; express gratitude; laugh __ Have happy, tender sex finances; make plans __ Express needs; air differences


Tips to deal with toxic behavior in those we love
“Toxic “people yell, swear, use sarcasm, use angry or derogatory voice tones, or become manipulative or violent when they don’t like what is happening or
get their way. People engage in angry, manipulative behavior for a variety of reasons. These toxic behaviors may stem from some of the causes listed below:
1) Neglect or abuse as children: This can lead a child to develop attachment anxiety, which translates into attachment avoidance as an adult, which
prevents bonding and causes him or her to misinterpret other people’s intentions, see harm where none was intended, and respond badly.
2) Parents who gave in to their rages as children, which rewarded and reinforced bad behavior.
3) Immature moral reasoning skills: they don’t understand that it is wrong to treat people badly in order to get what they want.
4) Mental illness; poor brain health from genetic factors; or increased irritability due to inadequate brain nutrition. (These may be helped
by counseling, medication, neuro-feedback, and changing diet to consume adequate fish oil, vitamins, and protein.)
Regardless of the cause, people can improve brain health and learn new behaviors and skills if someone kindly confronts them; expresses love; requests that
they change their behavior; praises good behavior; and ignores them when they become abusive or manipulative.
How to Deal with Toxic Behavior Are You Toxic?

The following steps will help you deal with toxic behavior from those you love. However, the CORRECT YOUR ATTITUDE ERRORS:
ONSHIP
situation TIPS
may get worse before it gets better as the toxic person goes through stages of shock,
1. Acknowledge other people’s rights to
denial, anger, depression, and upping his or her toxic behaviors to see if you will give in to his
see, feel, and choose differently
or her demands. Eventually the person will accept the need to change. If these steps don’t help,
ask a counselor or trusted friend to talk to the toxic person with you.
than you.
2. Have empathy and respect for other
1. R ecognize that it is not in the best interest of the toxic person to remain abusive. people’s points of view. Admit that you
2. B elieve that, despite your weaknesses, you deserve to be treated with respect as a could be wrong.
human being. 3. Be generous—recognize that other
3. D ocument each abusive occurrence in writing. List the date and time of what triggers the people have the right to win in
abusive behavior. Make two copies—one to use, and one to keep in a safe place. disagreements too. Let your spouse
4. D ecide what behaviors you want the toxic person to do instead; write it down. List the skills have his or her own way at least
the person needs to handle irritating situations in positive, constructive ways. Be sure to 51 percent of the time.
learn and use those same skills yourself. 4. Be happy for other people’s successes.
5. P repare yourself for a frank, but loving, conversation by learning and practicing the skills of 5. Find joy in giving service to others.
positive criticism, delivering difficult feedback, and motivational interviewing from Lesson 7.
6. A sk the toxic person for a pleasant personal conference at a time you both agree on. LEARN AND PRACTICE NEW SKILLS:
7. A t your personal conference, present the evidence of his or her toxic behaviors that you’ve kept 1. Practice positive communication:
track of. Explain how it has affected you and how you would like him or her to behave instead. a. Use LUV-Listening and I-Messages.
Ask him or her for a commitment to change the toxic behaviors. Use the Contract for Change b. Be assertive instead of aggressive.
handout in Lesson 7. Ask what help he or she needs. c. Give kind, respectful responses.
8. E xplain what you will do if the toxic behavior occurs again: d. Let go and accept “no” graciously.
a) Call it to his or her attention. (“Just now when I disagreed with you, you began 2. Notice and compliment the good in
yelling. That is anti-social behavior.”) others daily.
b) Say what you need. (“What I need is for you to speak politely. When we are both 3. Use good problem-solving and
calm, we can talk.”) Win-Win Negotiation skills.
c) Then IGNORE him or her and walk away until he or she is willing to discuss things 4. Practice Mindfulness and Loving-
politely using LUV-Listening and assertive I-Messages. Kindness Meditation from the Intro Lesson.
9. Praise every attempt at good behavior. 5. Apologize for your mistakes. Ask
forgiveness and offer to make amends.

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What are some techniques for dealing with toxic behavior?

What are some techniques for dealing with toxic behavior?

What causes may lead to toxic behavior?

What causes may lead to toxic behavior?

HANDOUTS

©2011 KAROL L. KUMPFER,

The Happy Family–

Strengthening Families Program

INTRODUCTION LESSON 1 LESSON 2 LESSON 3

time daily  Ignore minor annoying behavior;

(Automatic Negative Thoughts)  Stop criticizing family

family dinners  Use instant stress busters

LESSON 4 LESSON 5 LESSON 6 LESSON 7

LESSON 8 LESSON 9 LESSON 10

fun for kids

Keeping Your Family Safe and Happy

BONDING: Creating Warm, Loving Relationships

BOUNDARIES: Setting Clear, Firm Rules

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-3

Family Conversation Jar

Questions for Parents: Questions for Everyone:

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-4

Planning for Family Dinners

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

Veg Veg Veg Veg Veg Veg Veg

Veg Veg Veg Veg Veg Veg Veg

Veg Veg Veg Veg Veg Veg Veg

FOODS THAT PROMOTE BRAIN HEALTH

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-5

TRACKING PLAY TIME

Date: Child & Activity

RULES FOR “MY TIME”

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-6

Stomping the ANTs

SPECIES A.N.T. SQUASH ANTs WITH TRUTH

5. Labeling “I am stupid.” “Sometimes I make mistakes but I am not stupid.”

THE PENNY GAME

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-7

Understanding Brain Development

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-8

How to Have a Healthy Brain

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-9

Four Family Fun

A fun family activity we will do next week:

WHAT IS MINDFULNESS? 1. Breath Awareness Exercise

2. Advanced Mindful Breathing

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-11

3. Observe & Dismiss Negative Thoughts 4. Think Compassion, Not Criticism

5. Mindfully Observe Your Amazing Body 6. Mindfully Delight Your 5 Senses

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-12

7. Become a Mindful Parent 8. Mindfully Perform Tasks

1. B=Breathe—Take a deep, calming breath and engage your

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-13

10. Mindful Walking Exercise 11. Overcome Obstacles

12. Loving-Kindness Meditation

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN INTRO-14

Look for and Compliment

good in each family member daily

l Use “Instant Stress Busters “

Look for and Compliment the Good