Story With Emotions
Main Topic
Health – Mental
Additional Topic(s)
-
Duration
30-60 minutes
Implementation Mode
Indoor F2F
Goal(s)
● Learning about emotions,
● Awareness of the impact of emotions on our reactions.
Expected Results:
The young person will understand how our emotions influence subsequent events in the story.
● Awareness of the impact of emotions on our reactions.
Expected Results:
The young person will understand how our emotions influence subsequent events in the story.
Overview of Activity
Identifying emotions in a life story.
Description of Activity
The youth worker and the young person should choose one story. It can be the person's life story. It can be the life story of a famous person. It can be a description of one event (for example at school). It can be a traumatic story or an interview of someone who has experienced a traumatic story. You can also choose a story or fairy tale.
Divide the story into actions, acts or turning points. For example, the beginning, the plot, the climax of the story, the twist, the resolution, the chase, the conflict, the dramatic pyramid, the conclusion.
At these turning points, identify the dominant emotion for the protagonist of the story. They can help each other with the emotion cards. They then discuss this emotion. The youth worker should explain this emotion. Then discuss how this emotion has affected the protagonist for the rest of the story.
The youth worker should consider which story to use according to the cognitive and emotional capacities of the young person. How difficult a story could be used. Consider whether to use emotionally charged cards.
1. Introduce the adolescent to the emotions in the story. First, choose a story. It can be a personal story of the young person or of a youth worker. They can choose a life story of a famous person.
2. Divide the story into different actions, acts or turning points.
3. At these turning points, they identify the dominant emotion for the protagonist of the story. Then discuss this emotion. The youth worker should explain this emotion.
4. Then discuss how this emotion has influenced the protagonist about the further developments in the story.
Divide the story into actions, acts or turning points. For example, the beginning, the plot, the climax of the story, the twist, the resolution, the chase, the conflict, the dramatic pyramid, the conclusion.
At these turning points, identify the dominant emotion for the protagonist of the story. They can help each other with the emotion cards. They then discuss this emotion. The youth worker should explain this emotion. Then discuss how this emotion has affected the protagonist for the rest of the story.
The youth worker should consider which story to use according to the cognitive and emotional capacities of the young person. How difficult a story could be used. Consider whether to use emotionally charged cards.
1. Introduce the adolescent to the emotions in the story. First, choose a story. It can be a personal story of the young person or of a youth worker. They can choose a life story of a famous person.
2. Divide the story into different actions, acts or turning points.
3. At these turning points, they identify the dominant emotion for the protagonist of the story. Then discuss this emotion. The youth worker should explain this emotion.
4. Then discuss how this emotion has influenced the protagonist about the further developments in the story.
Sources & Additional Materials
Story, emotional cards if needed.
Additional Notes
-
How useful was this post?
Click on a star to rate it!
Average rating 5 / 5. Vote count: 4
No votes so far! Be the first to rate this post.