1. I am more independent but my family and friends can still help me
Year 9 – Friends and family
I am more independent but my family and friends can still help me
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I have developed strategies to manage emotions and feelings linked to anxiety and worry in new situations
I can recognise uncomfortable feelings and assess and reduce risk by asking friends/family for support
I can talk about a time when I have been uncomfortable in a new situation, describe how it made me feel physically and emotionally and listen supportively to a fellow student doing the same 2

3. How we will work together
Can you remember the group agreement we have already talked about, let’s take a minute to think about them.
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

4. What do we already know? What is Independence? Some Definitions:
Freedom from control or influence of another or others
Capable of thinking or acting for oneself
Encourage use of social skills around debate and discussion (listening, responding, showing respect for others difference of opinion): If there is extended time; use these definitions to promote discussion on the ways in which individuals and groups may be independent. E.g.: financial independence, living independently, political independence (post Brexit!). Also, using the prompt questions to engage debate around the freedoms and restrictions society imposes on young people in Britain. 4

5. Let’s get started How independent are you?
Meeting a friend at the nearest park
Going to a careers fair either alone or with a friend and approaching at least 2 stalls to request information
Signing up and going along to a local club on our own (e.g.. Dance, judo, boxing)
In a café or restaurant (either with family or friends) you can confidently request your own choices from the menu
You have just joined a new after school club but missed some vital information, you need to approach a group of young people (you don’t know well) to check what you have missed
Score 1 point for each of the following that you would be confident in doing.
Going to local shop alone to buy milk and bread
Taking the bus alone on a local journey
Going to the cinema with a group of friends
Walking home from school
Taking a train alone to Leeds
This activity can be done sitting down – or lining pupils up at the back of the room and asking them to take a step forward for each scenario they feel confident about. At the end of the activity there is an opportunity to gauge the differences within the class. Ask for volunteers to explain how they felt about some of the scenarios. Acknowledge the many factors that influence how independent we are including; parental influence (probably the biggest factor!), ease of access to transport etc. Reinforce the link between independence and confidence / well-being.
                                         
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6. Talking about a time I felt uncomfortable in a new situation
Working in pairs
Taking it in turns (3-4 mins each) describe a time you felt uncomfortable in a new situation
Think about how you felt physically and emotionally.
Remember to listen supportively to your partner
Include a high scorer and low scorer from the previous activity where possible.
Reinforce use of empathy to really listen and understand the talker. 6

7. Barriers to independence
The clip and following discussion should prompt self-awareness about social anxiety.
© Big Bang Theory
Lucy and Raj from the ‘Big Bang Theory’: Lucy talking about her social anxiety. 7

8. Barriers to independence
In what ways does anxiety impact Lucy?
How might anxiety impact your independence?
In small groups discuss
The clip and following discussion should prompt self-awareness about social anxiety. 8

9. Why do we have anxiety?
Anxiety is a word used to describe feelings of unease, worry or fear
Its common to feel anxious in new situations or stressful events such as sitting an exam, moving house or going into hospital
Anxiety is related to the body’s ‘flight or fight’ response
This is a normal biological response to feeling under threat and allows us to:
make you feel more alert, so you can act faster
make your heart beat faster to carry blood quickly to where it’s needed most
Usually this feeling passes and we can relax again
Anxiety can become a problem if:
the feeling of anxiety is very strong
we begin to avoid normal people or situations or
We find that anxiety lasts for along time or is frequently present
Mind.org.uk 9

10. Overcoming anxiety Working in pairs
In what ways does Lucy (in the YouTube clip) manage her anxiety?
Working in the pairs you were in earlier and going back to the situations you described;
The ‘talker’ describes how they managed their feelings when they felt uncomfortable.
The ‘listener’ may offer any further strategies or ideas
Working in pairs
Swap round so you both have an opportunity to share your scenario and ideas.
Decide together on one or two key strategies for managing anxious situations to feed back to the group
One of the key ways Lucy manages her anxiety is through being open and honest – this is also a source of humour which can also help to alleviate anxiety! 10

11. How has our learning progressed?
From what you’ve learned today, how independent do you think you are? (rating out of 10)
You may ask volunteers to offer a rating out of 10 (where 0 is not at all independent and 10 very independent). 11

12. Taking the learning away
Name one strategy you may use to help you in uncomfortable situations 12

13. Want to know more or get help?
im-a-young-person
get-support
Contact:
Call, or go online 13