BOLD CLASSIC: VOL 1 FACILITATOR GUIDE

FACILITATOR GUIDE

GROW IN CONFIDENCE. KNOW YOUR IDENTITY.

FOR GUYS

DISCOVER PURPOSE

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JOURNEY

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Journey 01: Facilitator Guide

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Brave & Bold Copyright © 2024 - 2026 Releasing Generations Published by Releasing Generations Printed in the United States of America All rights reserved. No part of this publication may be reproduced, distributed or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law.

All articles, art, and photographs have been published and printed with the permission of their creators.

Art Direction and Graphic Design by: Ahava Design, LLC. Photos by Unsplash and iStockphoto.

TheBraveSeries.com Through The Brave Series, we are on a mission to help youth and adults of all ages overcome insecurities about their value and purpose. The Brave Series empowers teens and adults to: • Grow in confidence and emotional health.

• Gain wisdom and vision for their future, enabling them to step into their purpose and pursue their dreams.

• Become aware and equipped to safeguard themselves and others from exploitation and sex trafficking victimization.

Learn more at TheBraveSeries.com or visit us at ReleasingGenerations.org

Brave & Bold Volume 01 (Classic) Facilitator Guide – 02/2026

Welcome to the Brave & Bold journey!

Thank you so much for taking the time to invest in your teen boys and in your relationship with them! Whether you go through this journey with just one teen or a group of teens, you will find this to be a transformational experience for all involved.

The articles will also be relevant to your personal growth.

Each chapter provides discussion questions and optional activities for you to use as a springboard. You can pick and choose which optional questions you would like to use and create your own. As the discussion flows, you may be inspired by wonderful, spontaneous questions.

The activities provided for each chapter are also optional. As a teacher or parent, we encourage you to be creative and do other activities as you are inspired, as time permits! The lessons are typically geared for small groups, so please adjust the activity if you are doing a 1:1 mentorship.

Enjoy your journey!

BRAVE & BOLD FACILITATOR GUIDE

Table of Contents

Journey 01 Discover Purpose

WELCOME .............................................. 05 IMPORTANT REMINDERS . . ........................ 08 FAQs .. .................................................... 08 EMPATHETIC RESPONSES .......................... ..........................11 THE BRAVE & BOLD CULMINATING. . ............ 12 CELEBRATION EVENT RIGHT OF PASSAGE EVENT FOR SONS ........ 13 OVERVIEW .............................................. 14 4-Volume Journey CHAPTER 1: HE IS BRAVE & BOLD ............... 16 Defining What is Brave & Bold CHAPTER 2: KNOW YOURSELF ................... 18 Becoming Self-Aware CHAPTER 3: STAND FIRM . . ........................ 20 Being Secure and Confident CHAPTER 4: YOUR DESIGN ....................... 22 Discovering Your Uniqueness CHAPTER 5: BORN TO CREATE ................. 24 Activating Your Creativity CHAPTER 6: FREEDOM TO DREAM ............ 26 Dreaming Big for Your Life

BEFORE YOU BEGIN:

FAQ WHAT IS THE PURPOSE OF THIS GUIDE?

• Be positive, affirming, and encouraging to your teens whenever possible!

• Be mindful NOT to dominate the conversation. Make it a point to listen more than you talk.

• Express gratitude when teens share good points.

• Make the discussion times as enjoyable and meaningful as possible so you look forward to your time together.

• Thank teens when they take a risk and share vulnerably with you.

• Remember, the discussions can be serious at times, and there may be unexpected expressions of raw emotion, but laughing together also strengthens the bond between you and your teens.

This is a powerful tool to mentor teen boys in life and leadership! The meaningful discussion and activity times after each chapter can strengthen your emotional connection with them, heart-to-heart.

Verbally processing the content with someone as mature as you will help teen boys to digest the material and have a deeper learning experience. Going through the material with someone also ensures they will complete the Brave & Bold Journey through Volume 4. Volume 4 has vital information that could help protect their lives from dangerous situations!

WHO SHOULD GO THROUGH THIS WITH A TEEN BOY?

IMPORTANT REMINDERS

Because Brave & Bold is for teen boys and the articles are mostly male perspectives covering issues especially relatable to men, it is more natural and comfortable for a dad or male teacher to go through the material with them. However, we do understand that in some cases, a mother or female teacher may want or need to go through this with their teens, which is fine.

IMPORTANT: THIS IS NOT A TIME TO GIVE ‘LECTURES’ OR GIVE ADVICE (UNLESS THE TEEN BOY ASKS FOR ADVICE).

We hope that going through Brave & Bold together with your teen or group of teens will be a positive, enjoyable experience for everyone! As a teacher, parent, or mentor, you want to create a safe place where each teen boy can freely open up and share his thoughts and feelings.

*Going through this with a group of teen boys can also add beneficial and enriching perspectives to the discussions.

WHAT DO YOU DO IF A TEEN BOY SHARES SOMETHING SHOCKING, DISTURBING, OR UPSETTING TO YOU?

• This is not a time when your teens passively listen to your advice or teachings.

• This is not a time to quickly ‘correct’ the teens’ lines of thinking.

• Do not try to force your teens to agree with your perspectives.

• Seek to understand your teens first before seeking to be understood. However, in the discussions, there will be opportunities to pass along your wisdom naturally as you share your thoughts and life experiences.

Because the topics and discussion questions encourage vulnerability, your teens may muster the courage within themselves to share something that may shock, disturb, or upset you.

Prepare yourself now, so if this happens, you are ready to respond with compassion, understanding, and grace using self-control and NOT react in anger or shock. If you react in anger or shock, this will probably cause teen boys not to want to open up going forward. You want to do your best to create a safe place for teens to share.

If students feel that you really care about what they have to say, they will appreciate being heard. If you listen to them without negatively judging them, they will typically want to share things with you—which is the goal!

As a teacher or parent, it can be so easy to react in anger or shock when your teen shares something upsetting. The tendency can

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be to want to control the situation. You can be real and raw in your thoughts and feelings with a trusted friend privately at a later time, but NOT in that moment with your teen. If you can stay calm and seek to understand, this will help build emotional connections.

Refer to the article following this introduction, Empathetic Responses That Promote Connection. Respond with kindness, gentleness, love, and empathy—not judgment. Try to keep a straight face and listen. Know that it took courage for your teen to share what he did. Affirm your teens and thank them for sharing vulnerably.

BECAUSE YOU WILL BE SHARING YOUR THOUGHTS AND LIFE EXPERIENCES IN THE DISCUSSIONS, HOW VULNERABLE SHOULD YOU BE WITH YOUR TEEN? Creating a heart connection with your teens involves sharing some of your life experiences with them. You will create an atmosphere of vulnerability when you share stories from your life—your struggles, failures, and what you learned from them as they relate to the subject being discussed. It is so valuable for your teen to learn more about your story!

of setting, you can cover a number of chapters within your retreat time that is reasonable for your students.

The discussion times could be anywhere from 30 to 60+ minutes, depending on your available time. If the conversation goes longer than usual and you need to end it due to your schedule, you can always continue the conversation at your next meeting.

Decide beforehand what you want to share as you prepare for the discussion. Letting your teens know that you are not perfect, made wrong choices, and experienced pain in your life will build that heart connection. The teen boys may particularly appreciate you sharing stories from your teen years.

*NOTE: If a teen is going through a particular struggle in the present, you can opt to skip ahead to a later chapter that addresses what he is currently going through. For example, if a close relative of a teen passed away, you could decide to skip ahead and go through the chapter on grieving in Volume 2. You can skip ahead to what is most relevant, then return back to the order we have laid out for the journey. Although the chapters are ordered to build upon each other, feel free to skip around to the most relevant chapters that will best serve your teen boy(s).

WHAT IS A RECOMMENDED READING PLAN? There can be creative versatility in your reading plan depending on what works best for you in your context. Please check out thebraveseries.com website for more ideas and reach out to Michele and her team to create a tailored plan for your needs and schedule a meeting. We want to support you in whatever way we can.

THIS PUBLICATION IS FOR MIDDLE SCHOOL AND HIGH SCHOOL BOYS. CAN A YOUNGER BOY GO THROUGH THIS?

The chapters are fairly short and can easily be read in a short amount of time.

Because the first three volumes focus on growing a boy’s confidence and character and knowing his identity, you could easily go over Volumes 1-3 with younger boys using your judgment.

You may choose to go through a chapter per week or cover one or two chapters every two weeks. If you are in a retreat type

Continued

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The older a boy is, the more mature he is, and the more he will have a deeper grasp of the lessons. Volume 4 covers the heavier subjects of sex abuse, sex trafficking, and pornography, which may not be as age-appropriate for younger boys (you may decide to pick and choose articles from Volume 4). However, as a teacher or parent, you can use your judgment since you want younger boys to be aware of online predators and the pornography issue, especially as some studies have shown that the average age of first exposure is around nine years old. You know your child best and can decide.

CAN A YOUNG ADULT MAN OR OLDER MAN BENEFIT FROM GOING THROUGH THIS BRAVE & BOLD JOURNEY? Although the target group for this publication is middle school and high school teen boys, we have found that this journey also speaks to men of all ages. Men will find quality content in the articles that support their personal growth! In Volume 4, valuable information about pornography, sex abuse, sex trafficking, and other topics covered can be gleaned and passed on to young people through men who have gone through this Brave & Bold experience!

PLEASE REFRAIN FROM ASKING TO READ YOUR TEENS’ PRIVATE THOUGHTS THAT THEY SHARED ON THEIR JOURNAL PAGES. We strongly urge teachers and parents to honor each teen’s privacy regarding the interactive pages he filled out—unless he willingly wants to share his writings or art with you. We want every teen boy to be honest and vulnerable in his reflections and journaling. Knowing that others will be reading his private journaling without permission would greatly hinder the effectiveness of his experience.

BRAVE & BOLD SHOULD BE KEPT AND REFERRED TO EVEN IN YOUNG ADULT YEARS! We envision that the teen boys will keep Brave & Bold for decades to come as a manual for life and leadership, a tool, and a reference guide. Sex trafficking also happens during the young adult years and in colleges. We hope this will be a resource the readers will repeatedly refer to.

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EMPATHETIC RESPONSES THAT PROMOTE CONNECTION

By Vicky Wong, MSCP, LMFT, LMHC, NCC, and Michele Okimura It is not always easy to know what to say when someone tells you something very personal. There is power in words. Careless words keep people isolated and silent for years. Supportive words bring healing, restoration, and courage to discuss their burdens or experiences. Here are some tips on what to say vs what not to say when someone shares vulnerably.

After someone shares something vulnerable, it can be hurtful not to say anything, quickly change the subject, or make a joke/ comment to lighten the mood. When appropriate, a hand on the shoulder, a hand squeeze, or a hug can also communicate comfort and empathy. *Do not start immediately sharing your similar experience. This time is not about you. It is about listening to them. Giving advice and encouraging words comes later after they feel validated and heard. Be sensitive to when you feel they are ready for further input.

Vulnerability + Empathy = Breaks Shame.

WHAT NOT TO SAY: ▶ ▶ ▶ ▶ ▶ ▶

You just need to let go and move on.

Other people have it worse than you.

You’re making too much of a big deal of this.

Are you just trying to get attention?

I can’t believe this really happened.

Tell me every detail and don’t leave anything out.

▶ ▶ ▶ ▶

How come you just can’t forgive?

Did you enjoy it? (referring to abuse) What are you going to do about it now?

At least…(minimizing issue)

▶ ▶ ▶ ▶

I am so glad you are sharing this with me.

You are not alone.

I believe in you!

I’m so sorry that awful thing happened to you.

You didn’t deserve this (abuse, hurtful situation) You are not to blame. This is not your fault. (if they were a victim of abuse) Healing is possible. You can be whole again.

Forgiveness for such a deep hurt is a process and will happen over time.

What I hear you saying is… (reflect back what they said/ reflect back what you sense they are feeling.)

WHAT TO SAY: ▶ It sounds like you are really feeling (angry, sad, excited, shocked, etc.) by what happened. ▶ I don’t know exactly what to say right now except that I’m here for you. ▶ I’m so sorry that happened to you. ▶ This must be so tough for you. ▶ You are very brave and courageous to talk about what happened. ▶ It took a lot of courage to talk about this, and I’m proud of you. ▶ I am here to help you through your sadness. ▶ We will walk through this together. ▶ I care about you. I am here to listen to you and help you in any way.

▶ ▶ ▶ ▶

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THE BRAVE & BOLD CULMINATING CELEBRATION EVENT This is an optional event that celebrates the completion of Brave & Bold, marking a milestone with gratitude and reflection. This can be a significant and special defining moment to launch the students into their futures. It could be held at a facility, a park, or a beach and include an activity like hiking, swimming, fishing, or zip-lining.

You can keep this event to include just you and the students; however, consider inviting parents to it. You can also have the students invite their father or father figure to it. Another option is to have students invite up to two mentors of their choice, which could include parents.

Prepare a simple program for the event. Please use the following options as a springboard to tailor the event.

• One of each student’s guests would be asked to prepare in advance and read a short letter of affirmation to the student in front of the audience after the student shared their reflections.

• As part of the program, have each student prepare a short speech they can read to the audience that can include reflections on the following questions:

• As the facilitator of the journey, share your reflections and affirmations.

▶ Self-Awareness: In what ways have you grown to view yourself differently/more positively? ▶ Transformation: How did this journey impact you?

Share 1-2 ways you were changed by the Brave & Beautiful Journey. How have you grown? ▶ Regarding Connecting the Dots articles in Journey 4: Share one or more big takeaways after going through the articles on pornography, sex abuse, and sex trafficking.

What new perspectives have you gained? ▶ Being Brave and Bold: In what ways have you been encouraged to be brave through this journey? In what ways has your boldness been affirmed through this journey?

• Celebrate around a meal and/or provide food or snack refreshments following the formal program.

• Depending on your time allotment, invite a guest speaker who can inspire, encourage, and affirm the students.

• Consider gifting the students the Dream Big Journal: Keys to Unlock your Dreams, a companion resource for their next steps found at MicheleOkimura.com, or consider going through the Dream Big Journal curriculum as a follow-up.

NOTE: With your students’ permission, please send their letters or a summary of their reflections, along with your feedback and/or endorsement, to info@thebraveseries.com.

Thank you! We look forward to hearing from you and your students.

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FOR PARENTS: A RIGHT OF PASSAGE EVENT FOR YOUR TEEN SON We have added this activity that can be meaningful for your son. We wanted to mention this idea to you now so you can envision the possibilities as you feel led—be creative! This celebration event can help him to grow in confidence, know his value, and embrace his true identity!

meaning to the item they gift to him, which they will share at the event. Encourage them to be creative! Plan the details of the party using your creativity to make it special and memorable!

Be innovative and simply use this activity as a springboard to tailor it to how you want to bless your teen. Here are a few milestone ages that this activity can be applied to:

Sometime during the event, have a time when each of the invited guests presents their letter and gift to your teen son.

Each guest is to read his letter, give his wrapped gift to him (have your son open the gift), and explain the meaning behind the gift they gave. Taking photos during the event, including a final group shot, can also be special.

AT THE EVENT

• In the Jewish culture, when a boy turns 12 or 13, a Bar Mitzvah celebration takes place as a coming-ofage ceremony into adulthood.

AFTER THE EVENT

• When a boy graduates high school, this can also be a year to celebrate with this activity since he will be moving on to college, higher education, trade school, or the workforce.

Collect the letters written to your son. You could place them into an album or a large envelope with any photos from the event.

This event could be a gathering at home or part of an actionfilled day, such as hiking on a mountain trail or swimming at a beach. Consider incorporating your son’s favorite activity.

WHO TO INVITE? You could invite a few or many men who are especially close to your teen son. They could be family members, coaches, or mentors. You can choose to involve your teen son in deciding who to invite to this event. This will be a powerful time of men affirming and loving on your teen son, welcoming him into the season of becoming a young man!

PREPARATION Ahead of time, ask the men invited to write a one-page (or so) letter to your teen son, expressing their love and sharing their wisdom and hopes for him as he enters a new season of his life. Inform them that they will be reading their letter to him as part of the program at the event. Their letters could later be put into an album for your teen son to keep. Ask the invited guests to bring a symbolic gift that expresses what they appreciate about your son. They are to attach a positive

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The Brave & Bold Journey 4-Volume Book Overview

Journey 01

Journey 02

HE IS BRAVE & BOLD ................. 08 Defining What is Brave & Bold

LET IT GO The Value of Forgiveness

KNOW YOURSELF ...................... 22 Becoming Self-Aware

GOOD GRIEF Dealing with Losses in Life

STAND FIRM ............................. 36 Being Secure and Confident

UNRAVELLING EMOTIONS Navigating Anger, Fear, and Anxiety

YOUR DESIGN ........................... 54 Discovering Your Uniqueness

STAY THE COURSE Persevering Through Hardships

BORN TO CREATE ...................... 68 Activating Your Creativity

PARENTS AND YOU Exploring the Impact of Parents

FREEDOM TO DREAM ................. 84 Dreaming Big for Your Life

FORGED IN COMMUNITY The Value of Belonging to a Community

Discover Purpose

Dig Deeper

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Journey 03

Journey 04

BUILDING YOUR CORE Establishing Character

PORNOGRAPHY The Negative Effects of Pornography

VALUES TO LIVE BY Embracing Key Values for Success

OVERCOMING TRAUMA Understanding Trauma

LEADERSHIP Becoming an Effective Leader

SEXUAL VIOLENCE Addressing Sexual Violence

FRIENDSHIP Building Healthy Friendships

SEX TRAFFICKING Protect Yourself and Others from Victimization

THE POWER OF WORDS Life-Giving Communication

RISING STRONG Onward with Vision and Purpose

Develop Foundation

Daring Pursuit

HE PROTECTS Guarding, Defending, and Supporting Others

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HE IS BRAVE & BOLD CHAPTER 01 • PAGES 8 – 21

DISCUSSION QUESTIONS

Defining What is Brave & Bold • • • • • • • • •

What is a takeaway you had from this chapter?

What does it mean to be brave? Describe what being brave means to you.

Who is someone you know personally or know of who is brave? Why did you pick this person?

When have you displayed a level of bravery/courage?

What does it mean to be bold? Describe what being bold means to you.

Who is someone you personally know or know of who has displayed boldness? Describe this person.

Who is someone you personally know or know of who has displayed boldness? Describe this person.

Do you enjoy adventure? What was the most adventurous thing you ever did?

How important is it to have a sense of adventure in life? Explain.

ACTIVITY

Brave & Bold Walkabout Instructions: 1. Explain that the group will go on a short walk outside. Explain how we can attach meaning to things in nature or objects. Aspects about a certain object can represent a point we want to make and can become a ‘word picture’ illustrating a message.

2. When something catches their eye, they are to ponder and seek inspiration on how that particular thing could represent bravery or boldness. They will be sharing with the group what comes to mind.

Here is an example you can share: “The nest reminds me how a baby bird must leave the comfort and safety of the nest and dare to fly away into the world. That takes courage!”

3. As you walk outside together in a group, the group should stop when a person is ready to share what was highlighted to him and his related short message on how that object represents bravery or boldness. As each person shares, the group is to stop and listen and add in any more insights they may have.

4. Continue the activity until each person has a chance to share their insights.

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NOTES

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KNOW YOURSELF

CHAPTER 02 • PAGES 22 – 35

DISCUSSION QUESTIONS

Becoming Self-Aware • What is a takeaway you had from this chapter?

• After doing the activity journal pages following the first article, what is one thing new that you realized about yourself that stood out to you?

• What are the pros and cons of depending on what others think of you?

• Do you think your value comes only from what you achieve or how well you perform? Why do you feel that way, or why not?

• What are some areas that guys struggle with in comparing themselves to others?

• Why is it so challenging to not compare yourself to others?

• How do you think social media has promoted the comparison trap?

• How has our culture promoted comparison—especially in physical appearance?

• If you feel comfortable sharing, what areas of comparison do you struggle with?

• What is something you are discovering about yourself?

ACTIVITIES

Self-Reflection Practice Instructions: 1. As a group, review the following reflection questions that are great to ask oneself at the end of the day: ▶ What went well today? ▶ What did not go well—would I do anything differently?

▶ What is something I learned or discovered today? ▶ What is one thing I learned about myself today?

▶ What three things am I grateful for?

2. Have the group pair up or get into groups of 3. Have each group member share their answers to their questions as best they can.

Note: If you are meeting in the early morning, you could instead have them discuss the following questions: ▶ What kind of person do I want to be today? ▶ What attribute do I want to grow in? (for example, patience or kindness) ▶ What is the one thing I really want to accomplish today?

3. Discuss how reflecting on these questions as part of a daily routine can help you become more self-aware, promote personal growth, and practice mindfulness.

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The Few That Matter Materials Needed: • Pen

• Small cardstock (size of business card)

Instructions: 1. Discuss with the group how important it is not to let other people’s opinions define who we are. We can easily lose our courage and confidence if we allow others to define us. People’s feedback can be helpful for growth, but we need to pay closer attention to the people we know who love us unconditionally and who accept our flaws and imperfections.

2. Pass out the piece of paper. Tell each student to write down 1-5 people who really matter to them and who genuinely love, care, and support them. They are to carry this list with them. Whenever they feel intimidated or struggle with the negative criticism of others, they are to pull out that list of names and remember who is on their list of people whose thoughts matter most to them. Encourage the guys to reach out and contact at least one person on their list when they are struggling and are in need of support. This can help them ignore the negative messages from those not in their inner circle.

NOTES

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STANDING FIRM

CHAPTER 03 • PAGES 36 – 53

DISCUSSION QUESTIONS

Being Secure and Confident • What is a takeaway you had from this chapter?

• Some people care very much about what others think of them. Sometimes, our culture, our upbringing, or our personality can affect how we see ourselves. On a scale of 1-10, 10 being you really care what others think of you, where are you right now?

• How does the story of David and Goliath relate to the challenges you face in your own life?

• Many of us secretly struggle with being intimidated by certain people or circumstances. If you feel comfortable sharing, what intimidates you? How do you respond when you are intimidated?

• What helpful perspectives help you move from feeling intimidated to feeling confident and secure in who you are?

• How do you personally feel after spending time on social media? Do you notice any changes in your mood or behavior?

• How do you think excessive use of smartphones and social media affects teenagers’ mental health in the long run?

• In what ways do you think real-life activities and connections differ from virtual ones, especially in terms of their impact on mental well-being?

• In the article “Guardrails for Growing in Significance,” the author lists five end goals that can drive a person’s choices and values in their quest for significance. Which of the following listed is a main motivator for you and why? ▶ Power ▶ Approval

▶ Comfort ▶ Control

▶ Achievement

ACTIVITIES

Important Piece Game Materials Needed: • Children’s jigsaw puzzles with 25 or 50 pieces (Puzzles can be put together fairly quickly in pairs or groups of 3-4.)

• (optional) large handmade jigsaw puzzle piece prop.

• (optional) prizes for teams for first place, second place, and third place.

Instructions: 1. Hold up a jigsaw puzzle piece or an enlarged handmade jigsaw puzzle prop as you reinforce with the guys that every one of them is unique and needed. Discuss how, in a jigsaw puzzle, every single piece is needed to complete the picture. In a similar way, each one of them has something to contribute of value to the greater whole.

2. Have the guys form groups of 2-4 and give each team a 25-piece jigsaw puzzle to work on. They are to put their puzzle together when you say, “Go!” The first team to complete their puzzle wins. Every team needs to complete their puzzle.

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Discovery Plates Materials Needed: • Thin paper plates (attach a string to each plate so the plate sits like a necklace around their neck—except flip the plate necklace so the plate lays on their back.)

• Pens for every person

Instructions: 1. Explain that sometimes we can discover something about ourselves by how others see us. Sometimes, other people can see the gold in us that we can’t see. (Give an example from your personal life.)

2. In this activity, first, have the guys ‘wear’ their plate necklaces where the plate sits on their back.

3. Explain that they are going to freely write a POSITIVE word, phrase, or sentence on each other’s plates affirming positive attributes about that person (demonstrate). Remind them that the words should all be encouraging and affirming! *If they do not know someone well enough to list a positive attribute, suggest that they think of a positive first impression word to write down. (examples: a positive word that comes to mind as ‘stable’ or ‘friendly’) 4. Explain that once they finish writing on one person’s plate, then they are to find someone new who doesn’t have anyone writing on their plate at that time. They are to write on someone’s plate only once.

5. As a facilitator, you can gauge when to end the activity. Have the guys remove the plate on their backs and read their affirmations when they are done.

6. Ask the students, “What did you discover about how others see you?”

7. Discuss the importance of celebrating the value and uniqueness of every person in a world that often tears us down in various ways.

Courageous Compliments NOTE: This activity is for a group of students who know each other fairly well.

Instructions: 1. Divide the class into pairs and have them take turns giving each other three genuine compliments about their strengths and positive qualities.

2. Encourage the students to reflect on the compliments and how they can really take them to heart to boost their confidence and sense of value.

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YOUR DESIGN

CHAPTER 04 • PAGES 54 – 67

DISCUSSION QUESTIONS

Discovering Your Uniqueness • What is your takeaway from this chapter?

• The article “Ways to Express Yourself,” lists 7 ways to express yourself. Which one of the seven most resonates with you? Why? ▶ Writing poetry ▶ Filming a video or taking a photo ▶ Painting or sketching

▶ Making something (building or crafting something) ▶ Dancing

▶ Playing an instrument or singing a song ▶ Writing a story or a script ▶ OR another way not listed!

• In general, on a scale of 1-10, 1 meaning strongly disagree and 10 meaning you strongly agree, to what extent do you believe that your voice is worthy to be heard? If you feel comfortable, share why you chose that number rating.

• Do you believe journaling regularly will benefit you in expressing yourself? Share your experience in journaling your thoughts, ideas, and feelings.

• After doing your life storyline graph activity, what was one takeaway you had? Consider sharing one of the high or low moments in your life, how you felt, and any lesson(s) you may have learned.

• Looking at the personality chart on page 64, which personality type do you most identify with? Remember, we are complex individuals and have a combination of personality types, but typically, we are strongest in one type of personality/temperament. Which one most describes you?

ACTIVITIES

Photo Expressions Materials Needed: • smartphone for each person (for taking pictures)

Instructions: 1. Discuss briefly how people can express themselves in numerous ways! How we think and communicate who we are can be a creative, expressive process!

2. Explain that as a group, we will take a walk. While on the walk, they can feel free to take photos of things that they are drawn to—close-ups or pics of scenery—anything they are drawn to. *If a park is nearby, you can have the group freely wander about, taking photos for about 15 minutes.

3. After taking photos, have the group gather together and pick their favorite photo that expresses something they want to share. It could be a reflection they have or an encouragement they want to give to others.

4. Have each share with the group the photo they chose and what is it they want to express to the group about their photo.

5. Celebrate the creativity and uniqueness of each person!

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Notebook (or Box) Collage Materials Needed: • clear strapping tape

• glue and scissors

• magazines and/or newspapers

• blank paper

• (optional) Premade printed positive words and graphics of things that guys can pick from to represent who they are.

• Hardcover composition book or a box with a cover (shoe box size) for each person (can be purchased from craft stores or online stores).

• (optional) Label or paper with each person’s name on it.

Instructions: 1. Explain that words and images can express who we are—our identity, our likes and passions, activities we love to do, and more. Explain that they should select, cut, and glue words and images that represent them and make a collage on the front cover of their hardcover composition notebook. If they want to, they can use the blank paper to write something they want to add or write their favorite quote to be included. *If using a plain box, they can cover the entire cover of the box.

2. When done, they should cover their collage with clear strapping tape to protect their artwork and create a laminating effect. They can use the notebook as a journal or for a specific purpose of their choice. If they have designed a box cover, they can use their box to store special cards they received and knickknacks that are of value to them—or for another purpose.

3. Have the guys share their notebook covers with each other so they can learn more about each other as friends.

This gives each an opportunity to express themselves creatively.

4. Compliment them on a job well done.

Additional Activities Instructions: 1. Discuss in pairs or small groups: ▶ What is the value of honoring one another’s voices and expressions vs. being quick to criticize or judge within the group? ▶ What can we do practically to encourage others to step out and express themselves?

2. Have each person reflect on one issue in their world that they care about or are passionate about. For example, homelessness, art, animal rescue, the rise in suicide, or health. Have each guy write a blog-style message about it that can be shared with the rest of the group. Celebrate each expression!

3. Refer to the article “Seven Ways to Express Yourself.” Pick any theme, such as ‘brave’ or ‘bold.’ Have the guys choose one of the seven ways to express that theme and assign it as an individual project or group project. Have time to share these projects with the larger group. Make sure to create a culture of celebrating one another’s bravery and vulnerability in expressing themselves!

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BORN TO CREATE

CHAPTER 05 • PAGES 68 – 83

DISCUSSION QUESTIONS

Activating Your Creativity • What is your takeaway from this chapter?

• Many people relate the word creativity only to the arts. However, every person is creative in their own unique way. What do you like to do to express your creative side? (for example: Solve problems? Create systems and organization? Play a musical instrument? Sing? Dance? Invent? Paint? Strategize?)

• Expressing our creativity and innovation requires RISK! People may judge you, your idea may not work, or other challenges may arise. Do you sometimes hold back in expressing your ideas or acting on a creative idea or are you a natural risk taker and love the challenge? What tends to keep you from taking risks?

• What do you do to get into your creative/innovative zone?

• IBM Company conducted a 2020 survey involving 1500 CEOs of businesses in 60 countries and 33 industries to find out what they believed was the #1 key to success. Guess what! Creativity ranked #1 above vision and management abilities. Why do you think creativity is so important to having a successful business?

• The article “Adventuring in Creativity” mentioned using creativity for healing, as seen in the author’s work in Rwanda. Why do you think creative expression helps individuals overcome trauma and promote emotional well-being?

ACTIVITIES

Inspired Painting

Materials Needed: • acrylic paints

• music

• paper plates or plastic paint palates

• (optional) pencils

• canvases (you can find good deals at Walmart or discount stores)

• paper towels

• brushes

• cups with water to rinse brushes for each person

Instructions: 1. Explain that everyone will be painting something that inspires them. It could be something in nature or something abstract. Encourage them that there is no right or wrong image­—they can use their creativity.

2. Have them put a few dollops of various paint colors of their choice onto their plate or palate, to begin with and have them start painting.

3. You may choose to play upbeat or peaceful instrumental music.

4. Have time for each student to share their painting and the meaning behind it, affirming everyone’s creation!

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Innovation Creation Materials Needed: • a large box of drinking straws for each group of 2-3 people • a bag of larger “T” pins for each team (*Note: A roll of tape for each group can be substituted for the T pins.)

Instructions: 1. Discuss that creativity spans beyond the arts and is needed in business, every single career and industry. Have the group brainstorm and call out examples of creativity and innovation in action in non-artistic work. For example, creativity and innovation is vital in: ▶ Construction work ▶ Medical surgery ▶ Plumbing

▶ Science research ▶ Architect ▶ Engineering

▶ Computer programming

2. Brainstorm ways that we all create every day and don’t realize it! Creativity is at work in many activities. Some examples to get the ideas flowing are creating a text with or without emojis, making a sandwich, solving a math problem, fixing something that broke, planning an event, writing a paper, etc.

3. Discuss how collaboration with others can increase creativity and innovation. Divide the group into groups of 2-3 and give each a box of straws and pins.

4. Explain that they will be given 20 minutes to build the tallest structure that can stand tall and not collapse, using straws and pins to attach them together.

5. When time is up, have fun looking at everyone’s creations!

6. Discuss what were their takeaways regarding creativity at work in the activity.

NOTES

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FREEDOM TO DREAM CHAPTER 06 • PAGES 84 – 95

DISCUSSION QUESTIONS

Dreaming Big for Your Life • What is your takeaway from this chapter?

• What is something that excites you? What is something you can do this week or this month to take a step toward exploring this?

• Your concerns can spur you to dream of a better world—and perhaps you may have a ‘calling’ to areas of concern where you can be part of the solution. Share 1-2 issues in your community or world that especially burden you and share why. (Examples: homelessness, political corruption, racism—anything that really concerns you) • What hindrances to dreaming big have you observed or experienced?

• According to this chapter, what role do humility and service play in the pursuit of dreams? Can you think of real-life examples that illustrate this?

• What are 1-3 fun dreams you have? (For example, travel to a certain place, bungee jump, etc.)

• What is one dream you have for your future?

ACTIVITIES

Dreaming Big Materials Needed: • Laptop or smartphone for each participant

Instructions: 1. Discuss that many people living now or in history have dreamt big and have accomplished so much because of their ability to have vision despite their circumstances. Such people can inspire us to dream big as well.

2. Give each person about 20 minutes to search the Internet for a person they know who accomplished a dream they had and read about their journey.

3. Have each person share in the large group some inspirational facts about the person they read about.

Inspirational ‘Dream Big’ Posters Materials Needed: • poster board for each teen

• markers, poster materials

Instructions: 1. Have the students create a DREAM BIG poster to inspire others. Have them write the words ‘DREAM BIG’ followed by an encouraging phrase or sentence. It could be a lesson learned or wisdom they would like to share with others. Encourage them to use their creativity. Here are a few examples: ▶ DREAM BIG: Never give up!

▶ DREAM BIG: Opportunity may come your way!

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▶ DREAM BIG: Perseverance matters.

Continued

2. Have a time of group sharing. Display the posters on the walls of the class.

Inspired Interview Materials Needed: Laptop for notes and writing or a notebook and pen

Instructions: 1. Have the students choose someone in their family, school, or community to interview who had a dream and accomplished it or is pursuing their dream. Have them contact the person and ask for an interview in person, through a video conference, or on a phone call. (*If a teen student, they should go with a trusted adult to an in-person interview.)

2. Here are some questions they might use in their interview (they can create more questions): ▶ What dream did you have in your younger years that you accomplished or pursued? ▶ What inspired that dream in you? ▶ How important is having a vision? ▶ What have you observed are the factors that limit people’s dreams or cause them not to dream altogether?

▶ What did you learn along this journey? ▶ What values and perspectives did you gain along the way that can help me as I pursue my dreams?

3. Have the students share with others in a large group presentation.

Bucket List Materials Needed: Paper and pen for each person

Instructions: 1. Explain that a Bucket List is a list of dreams a person hopes to achieve in their lifetime. Have each person spend a few minutes creating a bucket list of 5-10 things they would like to do in their life.

2. Have time to share 1-3 things from their list with others.

NOTES

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