The science of being kind equips and empowers participants with the following learning goals and outcomes…

• Awareness of the largest global survey of humanity’s strengths and it’s application to their self-worth.
• Highlighting the practical role kindness plays in day to day life when it comes to respectful relationships.
• Helping students to apply immediately a practical skill of kindness within their relationships

As per Personal and Social Capabilities in the Australian National Curriculum, students are invited to assess their strengths and challenges and devise personally appropriate strategies to achieve future success.

The post THE SCIENCE OF BEING KIND appeared first on Peer Power: Adolescentologists.

Relationships in a Hyper Sexualised Culture equips and empowers students with the following learning goals and outcomes …

• Asking students to examine their personal value systems, the context of sexual relationships (telos: purpose, the why behind the what we do), and their ideal relationship/s.
• Challenging students to reflect on whether their actions align with their value systems and are taking them towards or away from their ideal relationship
• Consider the range and complexity of the ‘Terms & Conditions’ of being sexually active (physical, emotional, relational, pleasurable, legal)
• Engage student’s questions about relationships (teknēk technique the how we do what we do.
• Explaining the laws of consent and encouraging students that it’s okay to say “no”
• Examining the facts of STI’s and recognising the consequences of sexually active behaviour
• Identify the determining factor for the quality of a lasting relationship
• Consider the current practice & mythology alongside the research, data of academics and practitioners in the field.
• Discussing the effects of pornography on the individual, their relationships, and the community at large

As per Personal and Social Capabilities in the Australian National Curriculum, students are invited to consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices; assess the appropriateness of various conflict resolution strategies; and identify indicators of possible problems in relationships.

The post RELATIONSHIPS IN A HYPER SEXUALISED CULTURE appeared first on Peer Power: Adolescentologists.

Supermarket Spirituality equips and transforms students with the following learning goals and outcomes …

1. Providing a safe environment to listen and learn from each individual involved
2. Highlighting statistics of Spirituality of young people in Australia
3. Increasing their understanding of why people do not like being associated with the idea of traditional Religion and God while increasing interested in spirituality.
4. Awareness of what science and psychology has to say about worldviews / spirituality, as well as articulate the 4 core rules of the Scientific Method.
5. Enabling students to articulate core values they hold.
6. Developing capacity to discern through the lens of consistency, integrity, selflessness.
7. Presenting what the idea of the Supermarket approach is being preference according to taste and cost.
8. Challenging the benefit or validity of picking and choosing ideas from different traditions of spirituality to create their own expression of spirituality.
9. Describing main spiritual/philosophies of Theism (Mono, Poly, Pan), Secularism, Humanism.
10. Helping students understand that when consistency is applied to spirituality it has significant positive ramifications for the individual, does their worldview answer the philosophical foundations of origin, meaning, condition and destiny with coherency? And why that matters.
11. Considering radically changing the way we view and choose to live out our spirituality, so that our core values are clearly reflected in our behaviour and beliefs.

As per the Personal and Social Capabilities in the Australian National Curriculum, students are invited to reflect critically on their emotional responses to challenging situations in a social context; reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill set that contribute to or limit their personal and social capability; consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices; articulate their personal value system; and generate, apply and evaluate strategies such as active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts.

The post SUPERMARKET SPIRITUALITY appeared first on Peer Power: Adolescentologists.

Don’t Judge Me! equips and transforms students with the following learning goals and outcomes …

1. Providing a safe environment to listen and learn from each individual involved
2. Enabling students to articulate core values they hold, without the fear of being judged.
3. Developing capacity to discern through the lens of consistency, integrity, selflessness.
4. Consider the differences between having ‘seen something’ vs ‘knowing something’ with the application of character formation, ie do we live what we know or just say what we know.
5. Develop the skills to listen, hear and articulate culturally hot topics that students have opinions on and differ about in order to develop empathic vs pathetic discussion skills.

As per the Personal and Social Capabilities in the Australian National Curriculum, students are invited to reflect critically on their emotional responses to challenging situations in a social context; reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill set that contribute to or limit their personal and social capability; consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices; articulate their personal value system; and generate, apply and evaluate strategies such as active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts.

The post DON’T JUDGE ME! appeared first on Peer Power: Adolescentologists.

Custodians of Leadership equips and transforms students with the following learning goals and outcomes …

• Highlighting the significance of the past for the present
• Exploring the history and heritage of their school and the founding individuals
• Developing a timeline from the facts, myths, personalities and significant markers that they are aware of from their own experience, knowledge and research of the school’s history
• Explaining that their leadership is not an isolated timeslot on their school’s timeline, but carries the weight of the heritage that was paved before them
• Challenging them to carry with sobriety and responsibility the position that they have within the school

As per the Australian National Curriculum’s Personal and Social Capabilities, students undertaking this seminar will be challenged to assess their strengths and challenges and devise personally appropriate strategies to achieve future success; reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill set that contribute to or limit their personal and social capability, and; critically analyse personal goals and consider their application in social and work-related contexts.

The post CUSTODIANS OF LEADERSHIP appeared first on Peer Power: Adolescentologists.

Leading a Legacy equips and empowers key student leaders with the following learning goals and outcomes…

• Encouraging them to adopt a mentality that isn’t focussed on recognition, but doing the right thing simply because it’s the right thing
• Explaining that the more they add value to the people they do and don’t know, the greater the school community becomes
• Revealing to them the ways in which they as leaders place values upon the different social groups they lead
• Developing within them practical skills to connect with those they do not know and deepen their relationships with people they do know
• Asking them to assess the markers of what they want their legacy to look like

As per Personal and Social Capabilities in the Australian National Curriculum,  students are invited to reflect critically on their emotional responses to challenging situations; articulate their personal value system and analyse the effects of actions that repress social power; implement and evaluate ways of contributing to civil society at local levels; and propose, implement and monitor strategies to address needs prioritised at local levels.

The post LEADING A LEGACY appeared first on Peer Power: Adolescentologists.

The Change Process equips and empowers students with the following learning goals and outcomes…

• Understanding the link between having pride in themselves and pride in their role as leaders and how that impacts on the rest of the school.
• Identifying several practical and realistic areas of improvement /development they want to achieve in this year as Leaders.
• Understanding the change process involved in leadership.
• Developing practical methods for managing the potential obstacles that may prevent them from achieving their objectives

As per the Australian National Curriculum’s Personal and Social Capabilities, students undertaking this seminar will be challenged to assess their strengths and challenges and devise personally appropriate strategies to achieve future success; reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill set that contribute to or limit their personal and social capability; evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations; analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities; critique their effectiveness in working independently by identifying enablers and barriers to achieving goals; critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks; analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities, and; plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals.

The post THE CHANGE PROCESS appeared first on Peer Power: Adolescentologists.

The post COLLABORATIVE LEADERSHIP appeared first on Peer Power: Adolescentologists.

Strategic Conflict equips and transforms students with the following learning goals and outcomes …

• Realising that the outcome of conflict done well, is more than compromise or winning
• Explaining the philosophy behind conflict that is strategic and healthy
• Illustrating how to embrace conflict for its potential
• Understanding roles that people play within conflict and how to operate healthily in whatever role you are in
• Distinguishing between the three main outcomes that can be achieved through conflict
• Identifying how to avoid triangulation in a conflict

The post STRATEGIC CONFLICT appeared first on Peer Power: Adolescentologists.

The Leader Within equips and empowers students with the following learning goals and outcomes…

• Creating awareness of emotions, how they affect us, and how to identify and differentiate them
• Encouraging students to practice the skills of restraint – healthy management of their emotions
• Addressing resilience of emotions and optimism through practical and research-based applications
• Exploring the skill of empathy and its antonym: Narcissism
• Implementing the content of the day through whole group activities which test the students’ understanding of concepts and skills as well as their ability to work with others

As per Personal and Social Capabilities in the Australian National Curriculum, students are invited to examine influences on and consequences of their emotional responses in a learning, social and work-related contexts; forecast the consequences of expressing emotions inappropriately and devise measures to regulate behaviour; consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices; identify the skills needed to manage different types of relationships; analyse enablers of and barriers to effective verbal, nonverbal and digital communication; and assess individual and group decision-making processes in challenging situations.

The post THE LEADER WITHIN appeared first on Peer Power: Adolescentologists.