School Programs

All Thrive offers a variety of programs to support youth mental wellness and self awareness. Programming can be customized to focus on the specific needs within your classes, with diverse structures from a half day to a full day – from a one time course to continual sessions.  Some examples of pre-developed themes and their outcomes are below.  Our classroom themes are focused on supporting youth grade 6 and up, but please contact us if you are interested in exploring content for younger grades.

Teacher engagement is an important component of All Thrive working in your classroom.  Teachers will have the opportunity to learn alongside their students, as they also explore who they are, while gaining a greater understanding of what their individual students may be experiencing.  This shared understanding can help create a healthier and more effective classroom.  Programs are also possible outside of school hours that include parent/guardian participation.  

The examples below show how themes may align with curriculum (using grade 9 as an example), and how topics meet CASEL’s Social Emotional Learning Competencies. 

Please call us at 403-680-7591 to discuss how we could help your students and teachers thrive.

True Colours

“Valuing differences, creating unity.”  For over 40 years, True Colours has been helping millions of adults and youth find more success in their lives and interpersonal relationships.  This easy but profound way of understanding self and others helps increase empathy, recognize similarities and differences, and lessen conflict through misunderstandings.  

True Colours translates complex temperament theory into practical information and ways to take action. Represented by four colours – Orange, Gold, Green and Blue – it differentiates the four primary personality types.  By learning about each type, people are able to find out which they best identify with, and also acknowledge that they have the three other types within them as well.  This can be a powerful way of building understanding of self and others. True Colours has been used in many schools as an effective tool to combat bullying.

For more information, you can visit: https://truecolorsintl.com/

Activities for this topic will focus on:

  • Understanding history and development of personality typology
  • Assessing strongest traits and attributes
  • Understanding strengths, joys, values and needs of each personality type
  • Understanding stressors of each personality type
  • Exploring the interaction between different personalities traits, both with others and within self
  • Experimenting with different styles of communication
  • Creating empathy between different personality types
  • Exploring differences in reacting to stress
  • Learning how to support different people through stress
  • Understanding how different personalities learn and thrive
  • Discussing strategies for better learning
  • Goal planning for personal and relational ways to use new learning

True Colours covers the following curriculum objectives from Health and Life Skills – Grade 9:

  • R-9.1 Identify appropriate strategies to foster positive feelings/attitudes 
  • R-9.3 Analyze, evaluate and refine personal strategies for managing stress/crises 
  • R-9.4 Analyze, evaluate and refine personal communication patterns 
  • R-9.5 Describe and analyze factors that contribute to the development of unhealthy relationships, and develop strategies to deal with unhealthy relationships 
  • R-9.7 Refine personal conflict management skills; e.g., negotiation, mediation strategies 
  • R-9.8 Analyze skills required to maintain individuality within a group; e.g., self-respect, assertiveness, refusal skills 
  • R-9.9 Evaluate group effectiveness, and generate strategies to improve group effectiveness; e.g., develop skills in facilitating discussions or meetings

True Colours meets the following Social Emotional Learning Competencies:

  • Self Awareness Recognizing emotions and assessing ones’ strengths and challenges.
  • Social Awareness Identifying others’ emotions, showing empathy and understanding other perspectives.
  • Relationship Skills Building healthy relationships, communication skills, conflict resolution, working, playing and learning with others.

**Included with True Colours training: Assessment booklets for students and teacher(s), and a teaching action and communication guide.  Other resources available to purchase.

 

Values, Needs & Behaviours

Most goal setting targets negative behaviour, by making actions plans to change that behaviour. Without properly exploring and understanding the values, needs and emotions that drive behaviour, true change cannot happen.  When youth have this knowledge, they can become conscious of why they make the choices they do, and be able to make better decisions and goals.

Focusing on needs and values as a basis of human behaviour has been explored and studied through models like the Circle of Courage and Non-Violent Communication, among others.  Studies of these have shown a close link to building resilience and increasing empathy, and these in turn create more options for healthier behaviour.  

Activities for this topic will focus on:

  • Creating language and understanding of different personal values
  • Choosing which values are most important to each person
  • Exploring times when decisions were based on values, and when they were not
  • Learning about physical, mental and emotional needs
  • Discussing situations where needs may overtake values
  • Exploring the connection between needs and emotions
  • Exploring the connection between emotions and behaviours
  • Discussing different types of behaviours that can get needs met (positive and negative)
  • Exploring other, healthier behaviours that could meet needs
  • Goal planning for how to live personal values by meeting needs in healthy ways

Values, Needs and Behaviours covers the following curriculum objectives from Health and Life Skills – Grade 9:

  • W-9.3 Apply coping strategies when experiencing different rates of physical, emotional, sexual and social development; e.g., positive self-talk 
  • W-9.8 Develop strategies to promote harm reduction/risk management; e.g., differentiate between choosing personal challenges or acting impulsively, encourage others to evaluate risks 
  • W-9.11 Use personal resiliency skills; e.g., seek out appropriate mentors, have a sense of purpose, have clear standards for personal behaviour 
  • R-9.1 Identify appropriate strategies to foster positive feelings/attitudes 
  • R-9.2 Analyze why individuals choose not to express or manage feelings in situations; e.g., using anger to manipulate others, avoid others, feel powerful 
  • R-9.3 Analyze, evaluate and refine personal strategies for managing stress/crises
  • R-9.5 Describe and analyze factors that contribute to the development of unhealthy relationships, and develop strategies to deal with unhealthy relationships  
  • L-9.2 Relate the value of lifelong learning to personal success and satisfaction 
  • L-9.3 Use decision-making skills to select appropriate risk-taking activities for personal growth and empowerment; e.g., increasing freedom means increased responsibility for consequences of choices

Values, Needs and Behaviours covers the following Social Emotional Learning Competencies:

  • Self Awareness Recognizing emotions and assessing ones’ strengths and challenges.
  • Self Management Controlling emotions and impulses, managing stress, self-motivation and setting and achieving goals. Most goal setting targets negative behaviour, and making action plans to change that behaviour.

Emotional Literacy

Emotions are a driving force behind our behaviour and decisions, but many people are unaware of what emotions they are feeling, and why they are feeling that way.  Additionally, they may not know what to do with an emotion when they are experiencing it.  By expanding youth’s emotional vocabulary, and giving them a sense of control over their emotions, patterns such as lashing out in anger, closing off when stressed, or manipulating others, may be able to change.

Understanding emotions gives youth the option to chose how they want to respond when feelings come up.  Being able to regulate and make a considered response, rather than a reflexive one, is a skill that is critically important for their whole lives, as it can affect being able to find success in their careers, their ability to maintain healthy personal relationships, and being able to cope with stress.

Activities for this topic will focus on:

  • Creating language around emotions, and understanding similarities/differences
  • Understanding the basics of emotions and the brain
  • Exploring where emotions come from (values and needs)
  • Recognizing where emotions are felt in the body
  • Connecting anger to other emotions
  • Exploring irrational thoughts and negative self-talk
  • Practicing positive self feedback
  • Exploring “I am” vs “I did” mentalities (shame and guilt)
  • Understanding personal autonomy and making choices
  • Goal planning for increasing awareness of emotions and how to respond to them

Emotional Literacy covers the following curriculum objectives from Health and Life Skills – Grade 9:

  • W-9.3 Apply coping strategies when experiencing different rates of physical, emotional, sexual and social development; e.g., positive self-talk 
  • W–9.4 Analyze and develop strategies to reduce the effects of stereotyping on body image; e.g., health risks of altering natural body size/shape to meet media ideal 
  • W–9.11 Resiliency skills; e.g., use personal resiliency skills; e.g., seek out appropriate mentors, have a sense of purpose, have clear standards for personal behaviour 
  • R-9.1 Identify appropriate strategies to foster positive feelings/attitudes 
  • R-9.2 Analyze why individuals choose not to express or manage feelings in situations; e.g., using anger to manipulate others, avoid others, feel powerful 
  • R-9.3 Analyze, evaluate and refine personal strategies for managing stress/crises 

Emotional Literacy meets the following Social Emotional Learning Competencies:

  • Self Awareness Recognizing emotions and assessing ones’ strengths and challenges.
  • Self Management Controlling emotions and impulses, managing stress, self-motivation and setting and achieving goals.
  • Responsibly Decision Making Making wise choices and evaluating potential consequences. 

Communication & Conflict Resolution

Connection and belonging are core needs of all people, and are especially essential in youth development. Communication is vital part of this, however, being a good communicator can be very challenging, and technology can complicate this skills development.  Being able to create genuine connection, have quality conversations, and develop conflict resolution skills, are key competencies that will support a youth’s successful future in school, work and personal relationships.

Through exploring vulnerability, active listening, and practicing how to hear meaning behind another person’s words or actions, youth are able to create healthier relationships and manage conflict.  Through practicing feedback, they will be able to build stronger connections and speak to their needs in a relationship.  They will practice building empathy, which is at the base of all relationships, and a key component of being able to have productive conflict resolution.

Activities for this topic will focus on:

  • Discussing barriers to good communication
  • Exploring vulnerability and it’s vital role in communication
  • Practicing components of active listening
  • Listening for meaning behind words (eg. values, strengths)
  • Brainstorming relationship values
  • Feedback as a tool for developing and improving relationships
  • Learning structure that supports healthy conflict resolution
  • Practicing using empathy for conflict resolution
  • Goal planning for new ways to approach communication and conflict

Communication and Conflict Resolution covers the following curriculum objectives from Health and Life Skills for Grade 9:

  • R-9.2 Analyze why individuals choose not to express or manage feelings in situations; e.g., using anger to manipulate others, avoid others, feel powerful 
  • R-9.4 Analyze, evaluate and refine personal communication patterns 
  • R-9.5 Describe and analyze factors that contribute to the development of unhealthy relationships, and develop strategies to deal with unhealthy relationships 
  • R-9.7 Refine personal conflict management skills; e.g., negotiation, mediation strategies 
  • R-9.8 Analyze skills required to maintain individuality within a group; e.g., self-respect, assertiveness, refusal skills 
  • R-9.9 Evaluate group effectiveness, and generate strategies to improve group effectiveness; e.g., develop skills in facilitating discussions or meetings 

Communication and Conflict Resolution meets the following Social Emotional Learning Competencies:

  • Self Awareness Recognizing emotions and assessing ones’ strengths and challenges.
  • Self Management Controlling emotions and impulses, managing stress, self-motivation and setting and achieving goals.
  • Social Awareness Identifying others’ emotions, showing empathy and understanding other perspectives.
  • Relationship Skills  Building healthy relationships, communication skills, conflict resolution, working, playing and learning with others.   

Making Decisions

Youth have a lot of decisions that they are expected to start making before they leave school, and these decisions can affect their entire lives.  When exploring what they would like from life, they need to look at both external and internal factors.  What kind of society are they living in and how will that affect their future?  What sense of purpose do they have in their life? Are they making decisions based on fear of what they might not achieve, or excitement for what they are moving towards?

By using the modality of the Right Use of Power, which explores the impact of power differentials on relationships, youth can start to understand the various power dynamics (privileges) at play in their lives, and the impact they may be having.  This gives an opportunity for them to explore their own ethics, and contemplate the kind of person they want to be.  Youth can explore the reasons why goals tend to be met or unmet, and work to make their goals more in alignment with who they are.  By understanding what is most meaningful for them in their lives, youth can work towards finding their purpose, and move towards a career and life that match that.

Activities for this topic will focus on:

  • Creating language around power dynamics (Right Use of Power)
  • Discovering strategies for when people have more or less influence in a situation
  • Exploring how they can help create a better society
  • Understanding why people struggle with goals
  • Discussing expectations and how they affect people
  • Examining choices based on ‘what you have to lose’ vs. ‘what you have to gain’
  • Exploring youth’s purpose in life, and how they might live it
  • Creating meaningful goals to make ethical choices and move towards the kind of person they want to be

Making Decisions covers the following curriculum objectives from Health and Life Skills for Grade 9:

  • W-9.11 Use personal resiliency skills; e.g., seek out appropriate mentors, have a sense of purpose, have clear standards for personal behaviour 
  • R-9.2 Analyze why individuals choose not to express or manage feelings in situations; e.g., using anger to manipulate others, avoid others, feel powerful 
  • R-9.5 Describe and analyze factors that contribute to the development of unhealthy relationships, and develop strategies to deal with unhealthy relationships 
  • R-9.6 Model integrity and honesty in accordance with ethical principles; e.g., develop strategies to behave in an ethical manner 
  • L-9.3 Use decision-making skills to select appropriate risk-taking activities for personal growth and empowerment; e.g., increasing freedom means increased responsibility for consequences of choices. 
  • L–9.4 Refine personal goals and priorities relevant to learning and career paths; e.g., investigate education programs including senior high school programs and those related to potential careers 

Making Decisions meets the following Social Emotional Learning Competencies:

  • Self Awareness Recognizing emotions and assessing ones’ strengths and challenges.
  • Social Awareness Identifying others’ emotions, showing empathy and understanding other perspectives.
  • Relationship Skills  Building healthy relationships, communication skills, conflict resolution, working, playing and learning with others.
  • Responsibly Decision Making Making wise choices and evaluating potential consequences.