Announcing A New Partnership with AXE!

 AXE wants young men to grow up confident in their own brand of masculinity.

Cairn Guidance is pleased to announce a new partnership with AXE to address gender stereotypes, bias and harassment by offering a no-cost program, Generation Unlabeled, for the school setting. Our partnership and new curriculum was publicly announced at SHAPE America in Tampa last month with a sponsorship of the General Session, a performance by Carlos Andrés Gómez and a vendor booth in the exhibit hall.

 You probably think of AXE as the body spray that your students layer on in the hallways, but they’re much more than that! As the go-to grooming brand for middle and high schoolers who are learning to style for themselves, AXE offers a wide range of grooming items including deodorant, body wash, and hair products designed to help guys look and feel their best.

However, they recognize that some of the ads they created in the early 2000’s negatively reinforced stereotypes that would not be acceptable by today’s standards. In 2015, AXE went back to better understand the effects of negative stereotypes on their core young male audience. Partnering with Promundo, a global research leader, they conducted a study and found that 72% of young guys reported being put in the “Man Box,” a set of beliefs about masculinity that place pressure on men to act a certain way. Along with other findings, this statistic helped AXE reinforce their core mission to inform young men that there’s no one way to be a man.

Carlos Andrés Gómez introducing the partnership at the SHAPE Tampa General session.

Carlos Andrés Gómez introducing the partnership at the SHAPE Tampa General session.

Armed with research, they re-worked their marketing campaigns to champion a portrayal of guys that don’t fit traditional standards of masculinity (see “Is It Ok For Guys…” on YouTube). From there, AXE brought this message into high schools through their Senior Orientation program, an in-school workshop that encourages students to shape their school culture through self-expression and inclusivity with the help of marquee talent partners like John Legend and Super Duper KYLE. Now in 2019, they’re taking their mission a step further...   

Building on the success of its Senior Orientation programs, AXE now wants to reach students at an earlier age before they’re exposed to the social pressures of high school with the creation of this specialized curriculum that will be implemented in middle school health classes across the nation. Generation Unlabeled’s four interactive lesson plans cover a range of topics – from toxic masculinity and gender stereotypes to harassment – asking students to analyze today’s society and culture, themselves, and conclude with a call to action, like creating a new school policy. By directly educating teens and empowering young men to define what masculinity means for themselves, our goal is to foster the first generation of students to grow up in a society without toxic masculinity.

Our team represented by Edelman, Cairn Guidance and Carlos Andrés Gómez

Our team represented by Edelman, Cairn Guidance and Carlos Andrés Gómez

As an educator, you have the opportunity to create environments where students thrive so they can win at education. Part of your role supporting young people in schools is about creating healthy and safe classrooms and teaching students using relevant and current health education curricula.
Items given away at the AXE booth at SHAPE America.

Items given away at the AXE booth at SHAPE America.

These no-cost lessons will be available this summer, so please keep in touch. We will be offering incentives to those that implement the lessons in the classroom, as well as looking for pilot teachers to provide on-going feedback and student work samples to ensure this program is creating the outcomes we hope to achieve!

If you have any comments or questions, please feel free to contact us at info@cairnguidance.com

A Message from Liz: Growth Requires Taking a Risk

Growth and evolution is a constant process that involves taking risk and getting out of your comfort zone. This is why I am excited to announce that I am spreading my wings and launching Matchstick Consulting, a small consulting firm based in Portland, Oregon. Our mission is to help organizations and communities create the spark they need to ensure people are healthy, connected and thriving.

It is (a little) easier to take this risk because I am surrounded by partners and colleagues that share my passion for health, education and helping young people reach their full potential. I am grateful for the support and love I have received from Jess and the rest of the Cairn Guidance team.  Cairn Guidance and Matchstick Consulting will continue to collaborate as partners, and I look forward to contributing meaningful work and growing together in this next chapter.

And the need for our work has never felt more immediate. I am honored to join the ranks of professionals and organizations working to create a healthier, more just world. Find out more at www.matchstickpdx.com or reach out to liz@matchstickpdx.com

In Health,

Liz

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Thrilled to be joining the Cairn Guidance Team!

By Casey Hazlett

Hello from Seattle, WA! My name is Casey Hazlett and I’m thrilled to be joining the Cairn Guidance team as our new Chief Operating Officer. When I first met Jess in 2008, I was drawn to her positive energy and expertise in school health. I had no idea that over 10 years later I would be lucky enough to work with Jess as part of the Cairn Guidance team. At that time, I was part of the Alliance for a Healthier Generation, a national non-profit working with schools, youth-serving organizations, and businesses, to build healthier communities and empower kids to develop lifelong healthy habits. I was working on the Healthy Schools Program (HSP) to develop the information and data tracking systems to grow the program in schools across the US.

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 After three years on the HSP team, I had the chance to become the Operations and Finance Director, where we set-up systems and processes for the organization to become an independent 501(c)(3). It was a time of growth as we developed new finance, operations, benefits and technology systems. In 2010, wanting to gain experience in the programmatic work, I transitioned to the Healthy Out-of-School Time Initiative where we provided training and professional development to after-school programs to implement national healthy eating and physical activity standards. I supported a team of nine leaders to drive change and create healthy environments for youth across the US.

I’ve always been dedicated and enthusiastic about organizing, setting up systems, and helping things run smoothly. With these passions, I decided to change course a bit to build and run a productivity and organizing business where I developed a unique process to create sustainable systems for clients in Portland.

In 2018, my husband and I, along with our black lab Gabby, transitioned up to Seattle for his career. That transition provided the opportunity to reflect on my next career step and when the opportunity to join the Cairn Guidance team came up, I felt like it was a perfect fit! I look forward to working with the Cairn team and our clients to build systems, develop solutions and support open communication channels that allow us to collaborate with teachers, students and partners so that all young people can grow and succeed in healthy communities. I love that I get to combine my passion for systems, process and continuous improvement to increase opportunities for youth to be healthy, happy and thrive.

Educator Professional Development Provides Opportunities to Connect with and Teach Today’s Students

Written by Cairn Guidance, a Dove Self-Esteem Project partner

Attending professional development that is well organized, on-target and recognizes the needs of the adult learners can bring on exciting new skills and re-energize the participant.  Professional development provided by a school, district, state, regional or national organization can open the door to new ideas, innovations, or the retooling of existing ideas, strategies or teaching methods. 

Educators often reach into their “hat” or “bag” of teaching strategies designed to support and enrich learning, grabbing hold of ways to better teach a concept or better meet the needs of their students. Professional learning communities (PLCs), school and district in-person offerings, online or virtual professional development experiences and opportunities to learn and grow through attendance at state, regional or national conferences can increase educator knowledge and skills.  Dove Self-Esteem Project (DSEP) shows its support of educator growth by participating in many professional development opportunities.

Thousands of health and physical educators will be heading to Tampa, Florida April 9-13, 2019 for the SHAPE America’s (Society of Health and Physical Educaters) national conference. And so will DSEP! We will be facilitating a session on April 11, 2019 at 11:15 a.m.  This session will introduce attendees to the lessons, explain why they are needed, and how to implement them.  Participants will engage in a hands-on experience and learn how the interactive lessons help students improve their body confidence and self-esteem.  DSEP will also be located at Booth 317 where conference attendees can receive a copy of the lesson, ask questions and connect with other educators who have implemented the lessons across the country.

Like you, DSEP knows students that struggling with body confidence and self-esteem issues may not perform well in academics, they may miss school, not engage well with peers, not participate in clubs/organizations/athletics or they may not freely engage in large group, classroom, discussions. Having the desire to provide students with the best academic environment coincides with supporting their need to feel competent and confident. Stop by our booth to get a copy of the program and connect with passionate educators just like you.

DSEP Confident Me!  single and five-lesson curriculum provide a no cost, interactive way to help 11-to-14-year-old students delve into the issue of poor body confidence and self-esteem.  Educators have a tool designed to help them help their students experience a brighter and more realistic picture of who they are and what they offer.  They are unique, talented, knowledgeable, and skillful individuals.  They are valued.  Students learn how to value and appreciate themselves and others, as well as becoming more compassionate and thoughtful peers. Please visit DSEP at Dove Self-Esteem Project to learn more about the research-based lessons and how they support educator efforts to help students achieve at their highest levels.  We hope you join the many educators across the United States who implement these lessons with their 11-to-14-year-old students.

When Teachers are Resistant to Change…

We all have resistance to change. It’s scary and unknown and we are creatures of habit, routine and comfort. The habitual brain is actually part of a survival technique. If we had to truly think through every step of everything we do each day as if it were our first time doing it, we wouldn’t get anything done. If you haven’t read The Power of Habit by Charles Duhigg, I strongly suggest you do.

We need not only skills-based health education, but skills-progression health education.

Many best practices or updated lessons don’t get implemented as a result of many reasons:
• Teachers hardly receive the amount of professional development they need to guide new practices, try new things and develop innovative, relevant approaches.
• Teachers do not have the time or energy. Being a teacher is so emotionally and physically exhausting. I wore a pedometer when I taught and averaged 8 miles of steps in a day. That’s the physical exhaustion. The emotional stress of working with over 100 children with 100 different needs is a challenge, both rewarding and leaves you with not much else to give to planning, changing, adapting and innovating.
• Many teachers do not have the support due to a lack of job-alike positions. In many schools, there is one health or physical educator, not a whole team to collaborate with.
• Lack of funding to purchase evidence-based materials/curricula is rare/minimal.
• Systems are in place as a result of textbooks lobbyists that keep evidence-based curricula from even getting on the state adopted/approved lists (don’t get me going on that one!).

These reasons that prevent educators from excelling, innovating, varying their curricula are out of teachers hands in many cases. Although, if you’re the only health teacher at your middle school, the opportunity to engage on social media, watch webinars, listen to podcasts, read books can help with a decrease in isolation.

However, I want to focus on resistance to change. I’m talking about the teacher that teaches the same 10 tobacco prevention lessons for five years in a row without adapting, updating, or determining if the students need it the way it’s always been taught. In the business world, people adapt their approaches to marketing, processes, creating, communicating constantly. They have to, to make a profit. Teachers are held accountable, but it’s not a profit like a business. I mean, the health and education of students is, but even then, I think we can do better.

Teachers that teach health education sometimes give our profession a bad name. And, I hate saying that, because I want to embrace all of them and give them tons of PD and help them teach through the lens of effective practices. However, it’s true. So many teachers are still using old practices and teaching from textbooks (and trust me, I’ve reviewed all the ones ya’ll think are good- they aren’t. They are FULL of un-functional knowledge that students do NOT need to know in order to lead to behavior changes). The amount of content is ridiculous and unimportant. If you want students to drink more water, they do not need to draw their digestive system and color it in. If you want students to learn about the harm of secondhand smoke, they don’t need to know what the chemicals look like under a microscope or even, really, how to spell the chemical names. I’m not going to mention these textbooks by name, but let’s just say, none made the cut when reviewing for a State DOE (un-named) through the lens of comprehensive skill-based health education. Do they incorporate the skill-standards? Yes, many do. But, it typically looks like this at the middle and high school level- 11 pages of content and one skill activity at the end. That is NOT skills-based health education. There is no logical skill progression over the lessons in order. There’s no scope and sequence that tells, you, the teacher, when the skill is introduced, reinforced and mastered. There are rarely rubrics and performance checklists. So, I urge you to ditch the textbook, or encourage your district to not buy it in the future. Save the thousands of dollars and purchase something stronger. Or, develop something on your own.

Textbooks don’t allow you to actually make local data-driven curricular decisions. They are written with assumptions on what your students need to know, when they need to know it and how. I’m not suggesting teachers change everything at once. Maybe take one unit and really look at the skill you want to incorporate and use RMC Health’s Health Skills Models (trust me- these are awesome!) to look at your grade level band to determine what mastery looks like for that skill. Check out the rubrics that accompany that skill. And, build a unit using a progression of the skill (see the Health Skill Model- it outlines it out!) and use content (unit topic) as context for teaching the skill. In fact, I guarantee the skill practice is more important than the content taught.

If you want to see an example of a high school unit with skill progression around analyzing influences- check this out. I wrote this unit (fee/accessible to all!) from the perspective of the unit being about the skill, not the content. So, I understand that may be a leap that’s too far for many of you, and that’s ok. Look at the 5 lessons and the assessment to see how much emphasis is put on the skill. Starting with the assessment (lesson 6) in mind, I developed the lessons to lead up to it. Lesson 1 begins here. There’s a menu at top to view the rest. I’m working on a middle school unit now- so stay tuned. Since I know it’s nice to have examples, here is the scope and sequence I’ve developed for middle school. This shouldn’t be your scope and sequence, since you need to use your own student data to inform when topics and skills should be taught. However, it’s an example.

So- as far as resistance to change... I’m not saying to teach all units through the skills lens versus content. I know as a field, we aren’t there and we don’t know if it actually works. However, I am asking that teachers push themselves to use local, county, state health YRBS data to drive what their students need, and focus on skills-progression. Not only skills-based health education, but skills-progression health education. What are the steps that students have the opportunity to practice multiple times through a planned scaffolding approach? Consider that and see where there might be gaps in your program!

Leveraging Every Student Succeeds Act $$ to Support the Whole Child

Tomorrow, Liz Thorne and I will be headed to our first ESEA Conference in Kansas City. The National ESEA Conference is an annual project of the National Association of ESEA State Program Administrators and the largest conference focused on federal education programs for disadvantaged students. The Conference emphasizes the critical nature of doing what’s right and what’s needed today – to help every child succeed and achieve at high levels.

Our workshop proposal, Leveraging Every Students Succeeds Act (ESSA) Dollars to Support the Whole Child was accepted in a 90 minute slot on Wednesday from 11:30-1pm. Our workshop will bring participants through engaging activities including understanding ASCDs Whole School, Whole Community, Whole Child framework, reviewing our analyses of each states’s ESSA plans through the lens of the whole child & school health & finally provide participant’s with success stories at the state and local level on how State Education Agencies and local districts have supported the whole child using ESSA funding. Some of these stories include:

  • Using Title IV dollars to purchase comprehensive health education curricula such as ETRs HealthSmart;

  • Using Title II dollars to send teachers to the SHAPE America National Convention for professional development for physical education, health education, recreation and dance; and

  • Using Title IV dollars to implement a pilot mental health initiative in 10 elementary schools.

We are looking forward to learning more from our peers in the field in how more districts and schools can support the whole child and leverage federal program funds to do it!

KAHPERD Health Education Cadre of Trainers- Call for Applications!

The Kentucky Association for Health, PE, Recreation and Dance (KAHPERD) is looking for educators with a background in school/classroom health education. Any interested applicant can click on this link and apply by February 15. Applications will be reviewed and scored by Board of Directors members and a performance checklist on how they will be scored is within the application.

Thank you for your interest in the KAHPERD cadre of teacher trainers!  Please complete all questions on this application and make sure you have read and understand the attached qualifications and expectations.

 

KAHPERD Cadre Background 

The KAHPERD Board of Directors supports the development of a health education cadre over the 2019 fiscal calendar year, with hopes to sustain into the future. The goals/objectives of this cadre will be to:

  • Create a pathway for strong, relevant professional development for health teachers in Kentucky;

  • Encourage cadre trainers to be health education leaders in their regions, therefore providing support to others and advocating at the local, state and national levels;

  • Share with cadre trainers the most up to date, research practices in the health education field;

  • Encourage trainers to present at least one health education session at KAHPERD each year and recruit others to do the same; and

  • Build Kentucky’s pool of health education contacts to further ensure strong representation on state level content panels and other opportunities to inform education and legislative leaders.

 

2019 Cadre Expectations

  • A Bachelor and preferably Masters or related degree in the field of education.

  • Commit to one year, with the intention of staying on beyond that.

  • Apply to present a health education session at KAHPERD (can be in partnership with another trainer or educator)

  • Support the field of health education (i.e., promote and use evidence-based practices, discuss what you do with school leaders, etc.)

  • Participate in strategic planning sessions as a group to determine what Kentucky Health Teachers might need for PD and support.

  • Attend the Cadre retreat, date TBD (but expect it to be 2-2.5 days in length, all expenses paid

  • Participate in 1-2 hour video-calls at least every other month.

  •  The first year of Cadre membership is a probationary year.  Periodic performance reviews will be conducted by the Cadre coordinators.

Applications are due on Friday February 15, 2019.  Please submit your completed application and attachments via email to Jess Lawrence at jess@cairnguidance.com You will receive a confirmation email, if you do not, please call Jess at 503.784.2932

To apply, click here.

Using Art to Raise Awareness of Gun Violence

#NoMoreEmptyDesks uses school desks as a way for high school students to create a message about the impact of loss from gun violence, whether in their school or community. The idea was conceived by Robin Cogan, a school nurse in Camden City School District (New Jersey) after receiving the idea in response to one of her tweets. She partnered with an art teacher (Lisa Wallenburg) in her district and a student (Christian) to paint the desks. Desks are being crafted in the art room at Brimm Medical Arts High School in Camden, New Jersey. There are two so far, with much interest for others to be created. Christian created a multi-cultural depiction of hands intertwined, symbolizing the prevalence of gun violence across all communities. The rose, a symbol of love and remembrance, was strategically placed as an offering to families of lost students as a message that they are not alone in their grief.

Christian hopes that this movement will go viral, with every high school will embrace the project and making it part of their curriculum to raise awareness about the impact of gun violence on schools and communities while elevating the voices of students.  

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Listen to Christian in his own words describe his experience participating in #NoMoreEmptyDesks, and his teacher, Lisa Wallenburg, who championed this initiative.

Watch Christian & his teacher Lisa Wallenburg talk about #NoMoreEmptyDesks

You may contact Robin Cogan at robin.cogan@rutgers.edu  and access her story about starting #NoMoreEmptyDesks here.

Robin Cogan (School Nurse, Christian (Student) and Lisa Wallenberg (teacher)

Robin Cogan (School Nurse, Christian (Student) and Lisa Wallenberg (teacher)

It’s More Than Reading, Writing, ‘Rithmatic

Written by Antionette Meeks of Cairn Guidance, a Dove Self-Esteem Project Partner

 Reading, writing and basic mathematics are fundamental skills that individuals need in today’s world. While these are necessary skills enabling a person to conduct daily living activities and experience success in both their personal and professional lives, these aren’t the only skills needed by youth as they grow into adulthood.

 Youth need to feel confident and competent.  These feelings may be short-circuited by poor body confidence and low or no self-esteem. The results of which may lead to such outcomes as poor academic performance, absences from school, lack of participation in extra-curricular activities, such as clubs and athletics, and sharing opinions in large groups. In fact, Dove research shows that low body confidence in girls result in 8 in 10 reporting opting out of such activities.

 Some may say schools are only responsible for developing a student academically and not focus on the other affective determinants that are seen as primarily the responsibility of parents.  Others see the connection between social and emotional development as a partner in the growth of students.  If an output of education is to produce successful, contributing community members, then there is the necessity to focus on the needs of the whole child – intellectual, physical and emotional development.  Part of that emotional development includes body confidence and self-esteem.

 Thousands of educators across the US have implemented the Dove Self Esteem Project Confident Me! Lessons in 2018.  What they are telling us is straightforward: providing students with the space and skills to analyze influences and build their own self-concept is critical to their success in school and life.

“...this topic can often be “taboo” between kids and adults or parents. Both parties are uncomfortable talking about real life issues and topics, so they never thoroughly get discussed. Kids end up hearing about these issues from their friends or older siblings. Oftentimes, this information is not accurate and lacking important details. Confident Me! provides a great opportunity for these issues to be talked about, in class, and with peers that are dealing with similar struggles” — Teacher, Oregon
“Young people are bombarded with so much from peers and social media. I believe these lessons will help my students be more aware about themselves and how self-confidence and body image will enhance their confidence as they pursue various areas in their lives.” — Teacher, Tennessee
“Many students now understand how they can be manipulated by media. Many students were shocked at the transformation with photoshop and now look at advertisements as ‘fake’ images.” — Teacher, Florida
“We talk a lot about everyone being different and unique and how that is ok. We incorporate growth mindset and multiple intelligence concepts to help students see everyone has strengths and weaknesses and that with a positive mindset we can grow our skills.” — Counselor, North Carolina

Growing up can be an arduous journey within itself without the additional “drama” caused by feeling on the outside, unpopular, or unable to fit in, etc.  Youth are better able to learn and excel at their reading, writing, and ‘rithmatic skills when their body confidence and self-esteem are both in good places.  Educators cannot reach the core of the student’s academic prowess, if the student is concerned about other issues.  In this case, how they feel about their bodies and having low self-esteem.

 A respected partner helping educators increase both body confidence and self-esteem in our 11 to 14-year old youth, is the Dove Self-Esteem Confident Me! lessons.  These single and five-lessons  rooted in research and use evidence-based tools designed to support positive student growth in these two very important areas.  The single lesson can be used alone or as a booster to the five lessons.  While the content remains the same, the lessons have been refreshed with a new layout and graphics.  Visit the Dove Self-Esteem Project or contact Antionette at Antionette@cairnguidance.com for more information.

 

 

Why I Choose to Promote the Dove Self-Esteem Project – From a Male Perspective

Written by Brett Delaney, Middle School Health Teacher, Coach and Dove Self-Esteem Project Cadre Trainer with Cairn Guidance, a Dove Self-Esteem Partner

I am a father to three young girls.  I coach softball and teach middle school students.  Self-esteem, body image, and body confidence are topics addressed on a daily basis with all the women and girls in my life.  What I have noticed in any conversation about self-esteem everyone, including my students, related it back to women and girls.  As I mentioned, I teach middle school students and yes, I do see girls struggle with issues regarding self-esteem and body confidence - but  I see boys struggle with this issue just as much.  I knew I needed to set out and find a way to help my students realize that self-esteem and confidence are important for everyone.

So, what is one reason I got involved as a Dove Self-Esteem cadre member?  The weight room!  In a 2013 Psychology Today article, Drexler (1) cites statistics relative to my classroom experiences. First, 40 percent of boys in middle and high school exercise regularly.  Second, boys overwhelmingly reported feeling pressured to fit a certain physical ideal of lean, muscular, and broad in the shoulders. The weight room can be a very daunting place for anyone of any physical ability.  It can be even more daunting for an 8th grade boy (in a class of 8th and 9th grade peers) who has not gone through the growing process yet, as some of his peers have. I’ve seen one of my student go through this. He came into strength class at a level he wasn’t satisfied with. He got really frustrated with his numbers and the appearance that he was “weak” compared to his peers.  He would not engage in group activities/ interact with peers, would be last to show up for class and the first to leave, his head dropped and shoulders rounded.  He also was not a member of any extracurricular activities. It was easy to see how comparing himself to others shaped his self-perception and ultimately held him back.    

Students in today’s society are influenced by so many internal and external factors.  These external factors, out of the control of the teenager, have influenced this opinion of self.  With a lot of these factors coming from different social media outlets where they can only post a picture or 140 characters, my students choose not to talk about their feelings and beliefs of themselves but rather post their negative thoughts.  My student from the weight room, I found, was posting things about his perceived strength level on social media.  Just one of many ways I have noticed middle school boys being critical of themselves. 

When teaching my unit on body confidence/body image, the biggest hurdle I have to overcome is self-talk.  Typically, teenagers are wired to think they are the only ones dealing with a given situation.  What they do not always realize is the person sitting next to them or two rows back is dealing with the same situation.  We start every year in health class with our social-emotional unit not because it is easy (it’s actually the most challenging), but because it sets the tone for the students to begin getting to know themselves and others, so the rest of the year they can find various ways to relate the content back to helping them grow as young men and women. The Dove Self-Esteem Project Confident Me! lessons helped with this problem of negative self-talk.  The discussion prompts led to great conversations about self-esteem and appearance ideals that were happening at my school.  Students were challenged with this curriculum to begin looking at themselves and stop comparing to others. 

Boys are going to continue to be pressured by different outlets which lead to comparison about self and possible negative self-talk characteristics becoming more evident.  From the Dove Self-Esteem Confident Me! lessons done in class, the discussion that ensued about negative self-talk and realizing times it happens clicked in my weight room student’s head.  He came to me after a lifting session and said he could tell he was having negative self-talk but was starting to use strategies his peers gave him from health class to help overcome those negative thoughts.  This was something done by the students themselves and not me! How powerful is that!  That is why I do what I do and help promote this great free curriculum anyway I can.  

Oh, the weight room student…  When he left as a 9th grader, he was standing tall, looking teachers and students in the eyes when communicating with them, and engaging in class and extra-curricular activities.  I don’t see this student as much now because he is in another building, but when I do, we talk about the positive things going on in his life.  I always try and tell him and other students that I am proud of them and ask them one question: What is going well in your life today?

 

Brett Delaney is a middle school health and physical education teacher in Iowa.  He is also a member of the Dove Self-Esteem cadre trainers who seek to increase awareness and encourage educators to implement the no-cost Dove Self-Esteem Project’s single or five-lesson Confident Me! curriculum.  For more information about the Dove Self-Esteem Project’s Confident Me! lessons, please visit the following link:  Dove Self-Esteem Project.

 

1. Drexler, PhD, Peggy.   January 17, 2013.  The Impact of Negative Body Image on Boys.  Psychology Today,  Retrieved from: https://www.psychologytoday.com/us/blog/our-gender-ourselves/201301/the-impact-negative-body-image-boys