Time
5-20 minutes
Frequency
Weekly / Monthly
Material
Index cards (1 or 2)
Purpose
To help students to be aware of their own needs and preferences, to self-advocate and to build their help-seeking behaviours
Students reflect on the following questions and write their responses on index cards. They can share their reflections with their teacher.
- How do I know when things are not going well for me (Things that I do/ways that I feel)?
- How could someone else tell when things are not going well for me?
- What can I do to help myself cope in school?
- Listening to music
- Go for a walk
- Self-affirmations/ Mantras
- Deep breathing
- Tangles/Silly putty
- Journaling/Doodling/Mandalas
- Self-talk/Mindfulness
- Reading
- Other __________________
- If the coping strategies listed above are not helping, my next step is:_______
- What I wish my teacher knew about me:_______
NOTE: There might be self-disclosures, please know your responsibility to access support.
Revisit as required.
Students can keep their completed “Coping strategies card” in their binder, their locker or as a photo on their personal device for quick reference.
Adolescent help-seeking is influenced by “personal motivation, perception of need, self-agency, internalized gender norms, and perceptions of social support as positive” (Barker, 2007). These factors are paramount when it comes to help-seeking in the classroom because they “allow students to constructively re-engage in academic activities when they run into difficulties” (Marchand & Skinner, 2007). Ultimately, help-seeking activities engage students in exploring different ways to self-advocate and understand when and how to seek help.
Marchand, G., & Skinner, E.A. (2007). Motivational Dynamics of Children’s Academic Help-Seeking and Concealment. Journal of Educational Psychology, 99(1), 65-82.
Barker, G. (2007). Adolescents, social support and help-seeking behaviour: an international literature review and programme consultation with recommendations for action. Geneva: WHO.
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