sfk success for kids - educational approach brochure

8/7/2019 SFK Success for Kids - Educational Approach Brochure

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Success For Kids

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What is SFK?(who we are)

Success for Kids, Inc. (SFK), an international educational non-prot organization,

is dedicated to empowering at-risk children and adolescents to become resilient,

productive citizens by delivering innovative research-based programs that enhance

four personal strengths (interpersonal skills, emotional intelligence, problem solving

skills, and self sufciency) and give students a greater sense of purpose in their lives.

With a dedicated staff of more than 100, SFK is the largest international social emotional

learning organization in the world. Since its inception in 2001, SFK has provided more

than $25 million in programmatic support impacting more than 100,000 children and

adolescents.

As a 501(c) (3) tax-exempt organization, SFK was founded with an understanding

of the need to go beyond the basic requirements of the educational system and develop

life skills that promote the social and emotional development of children.

In a world where children are exposed to challenges such as loss of parents, disease,

poverty, and violence, SFK provides children with the wisdom, skills, and condence

to achieve higher grades, respect others, and make wise choices in life.

SFK is one of the few international Social Emotional Learning (SEL) organizationscurrently integrated into existing school curricula. As an SEL program, SFK teaches

children the life skills and universal tools they need to make wise choices by using

an interactive approach and fun methods that engage students and immerse them

in SFK concepts.

SFK currently has twelve site locations including the US (Boston, Los Angeles, Chicago,

Las Vegas, South Florida, New York), Brazil, Costa Rica, Israel, United Kingdom, Malawi,

Mexico, Panama, and Russia.



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What We TeachSFK gives students the tools they require to adapt and excel in even the most challenging

circumstances. As a result, they learn how to achieve healthy, meaningful goals in the

context of being productive and functional citizens of society.

The curriculum addresses the main components of Social Emotional Learning (SEL).

SEL is widely recognized by prominent research organizations as an effective means of

addressing societal problems such as disease, poverty, violence, intolerance, and

depression. SEL addresses these issues at their root causes by:

• Teaching students how to recognize and manage

their emotions in healthy and productive ways;

• Raising awareness of the interconnectedness

of their actions and of society as a whole;

• Empowering students to communicate and

collaborate effectively with others;

• Helping students identify their unique talents

while also tolerating the differences of others; and

• Encouraging students to pursue and accomplish

meaningful goals.

E m o t i o n s• Fear of making

mistakes

• Anxiety

• Insecurity

• Hopelessness

• Powerlessness

• Anger

• Frustration

• Mental confusion

• Low self-esteem

• Lack of motivation

b E h a v i o r• Little participation

in school activities

• Apathy

• Lack of discipline

• Hyperactivity

• Attention Decit Disorder

• Isolation

• Violence (bullying)

E f f E c t s• Relationship problems with

classmates and teachers

• Reduction in access to

information

• Difculties in learning

• Difculties in constructing

collective knowledge

• Unfavorable

classroom environment

P oor Acad em

i c P er f or mance/

L ear ni ng

Di sab i l i t y

S oci oe

mot i onal

sk i l l d e ci t

The most effective SEL instruction occurs through complete integration with the school

system and the home environment. SEL components need to be present throughout the

school day, after school, and at home. This is the reason that SFK is striving towards a

complete integrated learning model, where SFK concepts are reinforced in every subject

area at school via the public school teacher model, teacher training, and parent training.

The presence of SEL helps students with the improvement of their academic success, as

well as with successfully coping with personal challenges and obstacles.



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SFK’s Unique Approach to SELSFK is unique in that it teaches SEL techniques to help students identify their purpose

and meaning in life, which in turn gives them greater condence, happiness, improved

academic performance, and the ability to make wise choices.

By learning about such concepts as cause and effect and the consequences of their

actions and behavior, children gain a healthy sense of self-esteem and learn how to

interact in a more positive way with others.

SFK also teaches about the concept of our two voices (a tool for metacognition representing

the thoughts we all have): the true voice that encourages us to make the effort to care for our -

selves and others, and the opponent voice that challenges us to take the easy way out and think

only of ourselves. Students learn how to identify and choose to listen to their true voice in order

to bring fulllment and success into their lives.

How We Teach ItThere are three levels to the SFK children’s program:

• Level 1 – The Game of Life consists of thirty 50 minute lessons taught to 3rd graders;

• Level 2 – Exploring the Journey of Life consists of twenty 50 minute lessons taught to 4th graders;

• Level 3 revolves around service learning and is aimed at 5th graders.

SFK uses several techniques and tools to most effectively reach all of the students.

Our pedagogic approach centers on the child as a whole and stimulates each child via

interactive techniques such as reection, journaling, and games. Multiple learning styles

ensure that all students get the same opportunity to understand and apply SFK concepts.

Due to the high complexity of the implementation of the method and to the fact that they are also

dealing with the harsh reality of children and adolescents in vulnerable situations, educators in

SFK receive ongoing training and are monitored weekly by our academic advisor. Some of the

training topics are:

• Cooperative Work - a teaching strategy in which students learn through cooperation and teamwork. All learn together and from one another.

• Positive discipline - a way of maintaining discipline in the classroom through techniques that

lead the student to have self-control. Solves problems by reinforcing positive behavior rather than

scolding or punishing.

• Active listening - a technique that helps teachers and students to listen to and understand each

other with empathy, causing signicant impact on the overall quality of interpersonal communication.

• High levels of learning - a set of techniques that allow the teacher to lead students to more

advanced levels of thought and reection to achieve meaningful learning.

• Questioning Techniques - a set of techniques that allow students to learn to think critically and constructively.

Focus on the Educators



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s k i L L D E f i n i t i o n s f k a P P r o a c h

sELf

aWarEnEss

sELf

manaGEmEnt

rELationshiP

skiLLs

rEsPonsibLE

DEcision

makinG

sociaL

aWarEnEss

Benets to Students

Recognizing one’s emotions;identifying and cultivating one’sstrengths and positive qualities.

Monitoring and regulating one’semotions; establishing and workingtoward achieving positive goals.

Establishing and maintaining healthy,

rewarding relationships based oncooperation, effective communication,

conict resolution, and an ability toresist inappropriate social pressure.

Assessing situational inuencesand generating, implementingand evaluating ethical solutions toproblems that promote one’s ownand others’ well-being.

Understanding the thoughts andfeelings of others and appreciatingthe value of human differences.

Through a visual demonstration, weuse geodes to show that even beneatha rough surface there is goodness,talents, and beauty.

Via a four stop process that we callStop-Chill Out-Listen-Share, we teachthe students to manage their reactiveemotions/behaviors and nd proactivesolutions.

We teach Active Listening Skills and

putting yourself in another person’sshoes during a conict situation.

Our curricula emphasize the conceptof cause and effect. Children learn thattheir actions have consequences andthey learn important conictresolution tools.

We show students, through funactivities, that everyone andeverything is connected

• How can I get closer to my purpose in life?

•IcangetclosertomypurposewhenIchoosetolisten

tomyTrueVoice.WhenIlistentomyTrueVoice,Iam

uncoveringmyTrueSelfandsharingitwiththeworld.

•WhohasaTrueSelf? • (Relate to the geode: Everyone has goodness inside.)

•Whohastheabilitytobethebestthattheycanbe?

•How?(relate to the geode: Everyone has the goodness

inside and by being caring and sharing we can start

breaking away at the ugly rock around it so we can let it shine. )

•So,theschoolbullyandpeopleinjail,theyallhaveaTrueSelftoo?

•Yes

•WhatmighttheirTrueSelflooklike? • (Relate to the geode: It might be covered. It looks just like a rock.)

•AretheyabletosharegoodnessandtalentswhentheirTrueSelfiscovered? • (Relate to the geode: No, they are not sharing their goodness or beautiful crystals with us.)

•CantheysharetheirgoodnessandtalentseventhoughtheyhavecovereduptheirTrueSelfsomuch?How? • (Relate to geode: Yes, they have to start listening to their True Voice.

The goodness is still inside, they just have to let it be seen.)

•Doyouthinktheprocesswillbeeasyandfast?

•No,itwillbehard.ListeningtotheTrueVoiceonetimewillnottakeallthecoversoff

thelight. (Relate to geode: Hitting the geode one time will not break it open to reveal the crystals.) Youmustlistento

theTrueVoicemanytimestoremoveallofthecovers.(tobreaktherock)Itwilltaketimeandpractice,butitcanbedone.

• Conclusion: EveryonehasaTrueSelfandtheabilitytoshareitwiththeworld.Itwilltaketime,

butwhenIcanconsistentlychoosetolistentomyTrueVoice,Icanreachmyultimategoalofbeingthebestme.

“Everyone has goodness inside!”

sel awee

Exple/ reple

De mg



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WhenIgetreactiveImust

Cll O- Ls- S.Followingthisthreestepsystem

willhelpmemakethechoicestobesuccessful.

FaCt

relp

sll Exple

sel mgee

Exple

1.

2.

3.



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TherippleeffectIcreate:

M

thinkingMinute

My actions and behaviors affect thepeople around me as well as peoplearound the world.

FaCt

Think about all the changes you can create inyourself, your community and in the world.

• How many people would my actions affect?

• What kind of world could I create?

• How would I feel?

sl awee

Exple



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LogicModel

the SFK

“A ay a 160,000 e ay

ay he ay ve ay becae

hey’e afa f be blle. ”(HHS, Health Resources and Services Administration)



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Assumptions progrAmContEnt

Children all over the

world feel that their

actions do not matter,

that they cannot change

the circumstances thatthey face.

International

organizations suchas the WHO and UN

report that the answer

to societal problems

lies in the promotion

of basic human values

and life skills (SEL)

Many children are used

to being told what they

can’t do, that they are

worthless with nothing

to offer.

Children cannot become

successful in life

(academic or personal)

without a sense of

direction or purpose.

LoGic moDEL FOR THE SFK PROGRAM (LEVELS ONE TO THREE) – 120 weeks

Children learn about

cause and effect and their

ability to stop and reect

before making choices

(el gee)

Service learning projects

(l wee)

SFK teaches “values”

as skills rather than

absolutes (right or

wrong).

At the core of all SFK

concepts is “perspective

taking” – caring for self

and others.

Children identify their

goodness and talents

(geode analogy)

Importance of effort and

sharing; challenge as

opportunity



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intErmEdiAtEoutComEs

impACts

• Improved grades

• Decreased drop-out rates

• Decreased bullying

• Decreased violence

• Decreased substance

ue

• Increased volunteering

uy

• Increased communitypde

• Improved work force

• Economic development

Increased eple

de-g and

problem solving skills

Increased self-control

Decreased anxiety and

self doubt

Increased social

responsibility

Increased empathy

and tolerance

Increased interpersonal

skills - active listening,

teamwork and

leadership skills

Increased internal locus

of control - purpose

Increased

el-wee

and self-esteem

Increased academic

skills



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“Extensive studies today

support the linkage between optimized socialand emotional learning and both ultimate school

success and constructive behaviors. Consequently, there

is the potential to enhance the quality-of-life experiences for many

children who are not currently exposed to programs that have been

proven to contribute to social and emotional learning.”

(Journal of Developmental & Behavioral Pediatrics)

Curriculum

Approach

the



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Intro: The Game of Life Lesson 1: The Game of Life

Within this lesson, the students will:

1. Understand who SFK is and what we will be teaching them throughout the year.

2. Identify the components of a game and how those relate to life.

3. Understand that rules are necessary for success.

4. Recognize that overcoming challenges by following the rules allows for success.

Unit 1: Goals Lesson 2: What you want


1. Identify goals that they want to achieve in their life.

2. Understand that physical things and feelings can be goals.

3. Understand that the feelings they want will always remain the same.

4. Understand that the physical things that they want can and will change.

Lesson 3: My True Self


1. Dene true self as goodness and talents within them.

2. Identify qualities of their true self.

3. Recognize that everyone has a true self.

4. Understand that their true self is always there and available to them.

5. Understand that their purpose in life is to uncover their true self and be the best

that they can be.

Lesson 4: Why Purpose


1. Understand that their purpose in life is to uncover their true self and

share it with the world

2. Recognize that sharing their goodness and talents will allow them

to achieve more feeling goals.

3. Recognize that sharing their true self will allow others to receive good feelings.

Ccl devele f Level 1

The Game of Life



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Lesson 5: Assessment


1. Complete an assessment that allows SFK to track attitudinal and

behavioral changes.

2. Identify their true self qualities.

Unit 2: The Players Lesson 6: I Have Two Voices


1. Recognize that everyone has two voices inside of him or her.

2. Understand that our true voice encourages them to to care and share for others

and themselves.

3. Understand that our opponent voice challenges them to think ONLY of themselves.

4. Recognize that only they can hear their voices, therefore it is their choice who to

listen to.

5. Realize that they are the only ones who can stop themselves from achieving their goals and getting closer to their purpose.

Lesson 7: What My Voices Say


1. Identify what their voices tell them in various situations.

2. Understand that their voices are unique to them, meaning everyone’s voices tell

them different kinds of actions to take in different situations.

3.

Understand that by asking, “Who am I thinking about?” and “Am I being caring

and sharing?” they can identify which voice they are listening to.

Lesson 8: My Choices


1. Understand that listening to their opponent voice will cover their true self,

stopping them from getting closer to their purpose.

2. Understand that listening to their true voice will uncover their true self, allowing

them to get closer to their purpose.

Lesson 9: AssessmentWithin this lesson, the students will:

1. Complete an assessment that allows SFK to track attitudinal and behavioral

changes.

2. Recognize the affects of their actions and identify which choice will allow them to

reach their purpose.

Unit 3: The Challenges Lesson 10: My Challenges

Within this lesson, the students will:1. Recognize that they all have challenges that will try to block them from reaching

their purpose.

2. Recognize that challenges trigger reactive feelings that will turn up our opponent

voice and try to block them from reaching their purpose.

3. Identify challenges within their lives.

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Lesson 11: Our Challenges


1. Recognize that their reactive behaviors are not the same as others.

2. Further identify that a reactive behavior is a selsh action in which they are only

thinking about them self.

3. Practice identifying which voice is talking by asking the questions:

“Who am I thinking about?” and “Am I being caring and sharing?”4. Begin to understand how and why others behave the way they do in certain

situations.

Lesson 12: Challenges are Opportunities


1. Understand that challenges are opportunities to practice listening to your true

voice and uncover your true self, allowing you to get closer to your purpose.

Lesson 13: AssessmentWithin this lesson, the students will:

1. Complete an assessment that allows SFK to track attitudinal and behavioral

changes.

2. Identify a challenge in their lives and document their reactive behaviors

associated with that challenge.

3. See how that challenge can be an opportunity to make a choice that would allow

them to get closer to reaching their purpose.

Unit 4: The Rules Lesson 14: Effort and the Ready Made Puzzle


1. Understand that when they put forth effort, they are being the best that they can

be and get closer to their purpose.

2. Understand that taking the easy way out covers their true self, pushing them

farther away from their purpose.

3. Understand that when they receive something without earning it they are often

left with reactive feelings.

Lesson 15: Effort for Purpose


1. Further identify that when they choose to put forth effort, they are being the best

that they can be and getting closer to their purpose.

2. Understand that everyone’s best is different.

3. Further identify that taking the easy way out covers their true self, pushing them

farther from their purpose.

4. Recognize that even when they do not achieve a goal, if effort was made, they

did succeed by getting closer to their purpose.

Lesson 16: Chill Out


1. Identify that they have a choice when faced with a challenge.

2. Learn that to turn down the volume of the opponent voice they must chill out.

3. Identify several ways to chill out.

4. Recognize that to be the best they can be, they must listen to their true voice

and do a caring and sharing action.



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Lesson 17: Why Care & Share: Change


1. Recognize that change starts with them.

2. Understand that to create a caring and sharing world,

they must be caring and sharing.

3. Understand that when they listen to their true voice they not only

are creating the best them, they are creating the best world.

Lesson 18: Why Share: Give More = Get More


1. Understand that when they give, they receive.

2. Understand that when they give others receive.

3. Recognize how the opponent challenges them not to share.

Lesson 19: What to Share: Goodness and Talents

Within this lesson, the students will:1. Identify that they can share physical things.

2. Identify that they can share qualities of their true self.

3. Understand that when they share the qualities of their true self,

they are getting closer to reaching their purpose.

4. Understand that what you give is what you get in return.

Lesson 20: Who to Care & Share With: We are All Connected


1. Understand that they should share with everyone because we are all connected.2. Identify that by asking “Caring Questions”, they can get to know someone.

3. Understand that by getting to know someone they are better able to care and

share with him or her.

4. Recognize that there is goodness in everyone.

Lesson 21: How to Care & Share: For Others


1. Identify several new ways to care and share: give compliments;

ask caring questions, listen, let go, and giving to help.2. Understand how to apply these skills into their personal lives.

3. Recognize that these ways to share are all teamwork skills.

Lesson 22: How to Care & Share: For Myself


1. Understand that listening to their true voice means caring for themselves

and others.

2. Recognize that there are 3 areas in which they must care for themselves:

body, mind and feelings.3. Identify several ways in which they can care for themselves.

Lesson 23: The 3-Step System


1. Make connections between the rules and develop a system to turn down the

volume of their opponent voice and reach their purpose.

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Lesson 24: Assessment


1. Complete an assessment that allows

SFK to track attitudinal and

behavioral changes.

2. Recognize how all the game

components t together and seehow the game works.

3. Understand that their only

competition in the game of life is

themselves.

Unit 5: Playing the Game (This entire unit is Assessment.)

Lesson 25: The Bullies: Part 1


1. Relate situations and actions from a story to SFK

concepts and tools.

2. Use SFK concepts and tools to write a story.

Lesson 26: The Bullies: Part 2


1. Relate situations and actions from a story to SFK concepts and tools.

2. Use SFK concepts and tools to nish writing a story.

3. Evaluate the stories written.

Lesson 27: My Story


1. Learn to predict the outcomes of their choices.

2. Identify which choice will help them get closer to reaching their purpose.

Lesson 28: You’re the Teacher: Part 1


1. Review the concepts taught within SFK Level 1 curriculum.

2. Demonstrate an understanding of the SFK concepts.

3. Create a presentation about the SFK concepts.

Lesson 29: You’re the Teacher: Part 2


1. Review the concepts taught within SFK Level 1 curriculum.

2. Demonstrate an understanding of the SFK concepts.

3. Create and deliver a presentation about the SFK concepts.

Lesson 30: Graduation


1. Reect upon the past year and identify a true self quality that they

have uncovered.

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Intro: Exploring the journey of life Lesson 1: SFK Rules Review

Within this lesson, the students will:1. Identify and understand teamwork roles, rules and expectations for SFK classes. 2. Reect upon what they have learned in Level 1, The Game of Life.

UNIT ONE: Preparing for My Journey Lesson 2: My Map of Life Within this lesson, the students will:1. Dene what the journey of life means to them.2. Understand that in order to know where you are going, you must know where you are.3. Recognize that their nal destination is when they reveal their True Self completely.4. Identify qualities of their True Self that they have discovered.5. Recognize that they have many true self qualities that lay undiscovered.

Lesson 3: My Inner Compass


1. Identify long-term and short-term goals that they have on their map of life.2. Recognize that everyone has an inner compass.3. Identify the directions of their inner compass: Caring & Sharing and Reactive.4. Understand that choosing to listen to their Opponent Voice will take them in the

opposite direction of their destination.5. Understand that choosing to listen to their True Voice will allow them to get closer

to their destination.

Lesson 4: Following My Inner Compass

Within this lesson, the students will:1. Understand the directions of their inner compass: Caring & Sharing and Reactive.2. Understand that choosing to listen to their Opponent Voice will limit the distance that

they can travel.3. Understand that choosing to listen to their True Voice will allow them to travel to more

places and get closer to their destination.

Ccl devele f Level 2

Exploring the Journey of Life

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Lesson 5: My Travel Guide

Within this lesson, the students will:1. Understand that roadblocks are challenges along our path.2. Understand that roadblocks can be created naturally, by others or by us.3. Recognize that when faced with a roadblock we have several choices: take a

detour, remove the roadblock, break the law or freeze.4. Recognize that for every cause there is an effect.5. Understand that taking a detour and removing the roadblock will allow us to

achieve our goals and reach our destination.6. Remember that the 4-step system of STOP, CHILL OUT, LISTEN, and SHARE

will help us stay on the path towards our destination.

Lesson 6: My Trafc Reports

Within this lesson, the students will:1. Understand that time can make us forget the relationship between cause and

effect.

2. Recognize that a caring and sharing cause will uncover our True Self and openour path, allowing us to achieve more goals and reach our destination.

3. Recognize that a reactive cause will cover our True Self and block our path, limiting us from achieving all of our goals and reaching our destination.

Lesson 7: Progress on My Journey 1

Within this lesson, the students will:1. Describe and debate why the SFK tools are important for their Journey of Life.2. Review the concepts learned in unit one by creating a group project.


Within this lesson, the students will:1. Review the concepts learned in unit one by presenting a group project.2. Reect upon the process of creating and sharing the project: identifying road

blocks they faced and detours they took.3. Identify roadblocks that they are currently facing and the effects that they are

having on themselves and others.

Unit 2: Travel Tips Lesson 9: Remember the Big PictureWithin this lesson, the students will:1. Recognize that remembering the big picture gives them more information so that

they can make better choices in order to achieve their long term goals and reachtheir destination.

2. Recognize that the opponent voice will trick them to stay in the small picture bytempting them with things they want right now.

3. Understand that remembering the big picture will allow them to remove roadblocks for themselves and others.

Lesson 10: Earn It

Within this lesson, the students will:1. Acknowledge that to remember the big picture, they must follow their inner compass

by putting forth effort to share their true self qualities.2. Acknowledge that taking the easy way out will keep them focused on the small

picture, not allowing them to see other possible paths on their journey.

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Lesson 11: Take ResponsibilityWithin this lesson, the students will:1. Dene taking responsibility as sharing care, courage and love for something

or someone.

2. Recognize that our fears increase the volume of our Opponent Voice whichchallenges us to blame others.

3. Recognize when they take responsibility, they are seeing a bigger picture andfollowing their inner compass toward their destination.

Lesson 12: Believe in Yourself Within this lesson, the students will:1. Recognize that there are two types of peer pressure: positive and negative.2. Acknowledge that they have a choice when faced with peer pressure.3. Recognize that believing in themselves will help them resist peer pressure

and remember the big picture.4. Understand that creating a support system can help them reach their destination.

5. Recognize when they believe in themselves, they are following their inner compass toward their destination.

Lesson 13: Active ListeningWithin this lesson, the students will:1. Identify different kinds of words: caring words/hurtful words.2. Understand that speaking hurtful words to themselves or believing hurtful words

spoken to them will cause them to limit their view.3. Understand that speaking caring word to themselves or believing caring words

spoken to them will cause them to see a bigger picture.

Lesson 14: The Power of WordsWithin this lesson, the students will:1. Identify how to actively listen to someone: Look, Inquire, Show interest, Tell back,

Empathize, Not Judge.2. Recognize that when they actively listen, they are able to gather more information

in order to see the bigger picture.3. Recognize when they use active listening, they are following their inner compass

toward their destination.

Lesson 15: Be a Solution Seeker Within this lesson, the students will:1. Dene solution seeker as a person who nds a solution that meets the needs

of everyone.2. Understand that when seeing the big picture, a solution can be made that

benets everyone by removing roadblocks for all.3. Recognize that when they nd a solution, they are following their inner compass

toward their destination.

Lesson 16: Keeping My Eyes on the Road

Within this lesson, the students will:1. Realize that to move forward on their journey they must develop their goodness

and talents.

2. Understand that they must practice forgiveness and gratitude to move forward.3. Recognize that moving forward means looking ahead; having hope and optimism

about the future.

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x


Within this lesson, the students will:1. Identify that to see the big picture they must take responsibility, believe in

themselves, practice active listening, remember the power of words, be a solutionseeker and appreciate.

2. Acknowledge that seeing the big picture requires a lot of effort.3. Review the concepts learned in unit one by creating a group project.


Within this lesson, the students will:1. Review the concepts learned in unit one by presenting a group project.2. Reect upon the process of creating and sharing the project: identifying road

blocks they faced, detours they took and tips they used.3. Reect upon their roadblocks and identify travel tips that they can use to see the

big picture and overcome them.

Unit 3: My Journey and The World Lesson 19: We are All Connected

Within this lesson, the students will:1. Understand that their actions affect those around them.2. Understand that other’s actions can and will affect them.

Lesson 20: The Ripple Effect

Within this lesson, the students will:1. Identify how one person’s actions can have a ripple effect on the world.2. Recognize that caring and sharing actions effect the world in a positive way and

reactive actions effected the world in a harmful way.3. Understand that it will take many small actions to create a big effect on the world.

Lesson 21&22: I Make a Difference

Within these lessons, the students will:1. Recognize that their actions have an effect on the world.2. Identify one change that they would like to see in the world.3. Identify actions that they can take to make that change happen.

Lesson 23&24: Inspiring OthersWithin these lessons, the students will:1. Understand that change can start with one, but ends with many.2. Recognize that to create change we must be leaders and inspire others to also

be caring and sharing.3. Identify ways to inspire others.4. Teach others concepts learned.

Lesson 25: Reecting on My Journey

Within this lesson, the students will:1. Reect on their path and the journey they are on.2. Identify goals that they have met and those they have not.3. Identify true self qualities they have revealed.4. Identify how they have changed their path and the effects that has had on

themselves and the world.

Lesson 26: Graduation

Within this lesson, the students will:1. Share their reections with the class.

2. Be inspired to continue to make caring and sharing actions in their journey of life.



“The gains produced by school-basedprograms translates into a(n):

23% improvement in social and emotional skills

9% improvement in attitudes about self, others, and school

9% improvement in school and classroom behavior

9% decrease in conduct problems such as classroom misbehavior and aggression

10%decrease in emotional distress such as anxiety and depression

11%percentile point gain in achievement test scores”

(“The Impact of Enhancing Students’ Social and Emotional Learning:A Meta-analysis of School-based Universal Interventions” by CASEL)

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Published ResultsIn 2006, a RAND Research Study evaluated the impact of the SFK program on a wide

variety of behavioral outcomes. Nineteen program sites serving 737 children in southeast

Florida were randomized to treatment or wait-list control groups. The researcherssurveyed teachers and children before the program began, right after it ended, and 12

weeks after it ended. The study concluded that SFK had positive effects on nearly every

domain tested and many of the effects persisted at 12-week follow up.

Over 1000 SFK children participated in the study, including pre/post assessments of

changes in attitudes and behaviors as reported by the children or agency staff that worked

closely with the children prior to the beginning of the study.

“my e lde wee eed g 10 wee llwg

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over time. The study demonstrates signicant positive changes

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• Anxiety

• Learning disabilities

• Attention problems

• Hyperactivity

• Somatization

• Communication skills,

• Leadership

• Social and academic skills• Empathy

• Responsibility

Beginning in the fall of 2011(with baseline measures taking place in 2011), SFK – Success for

Kids will begin a multi-year multi-site evaluation of the impact of its programs in collaboration with

American Institutes for Research. Based out of Washington, DC, AIR is one of the top educa-

tional research rms in the world.

The goal of this evaluation is to ascertain the

effects of SFK—a social emotional intervention—

on the social emotional development

and academic achievement of a cohort of

eligible children. This is signicant because

few such comprehensive studies exist of

promising SEL programs.

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Get SFK In Your Area!

DIRECT SERVICE MODELIn select hubs internationally, SFK continues to offer direct service programming. Contact your

local SFK Education Director to see if this possibility exists in your area.

PUBLIC SCHOOL TEACHER TRAININGThe Public School Teacher Training model is making it possible for us to help more children

around the world to reach their potential and be successful in all aspects of their lives.

SFK trains and certies regular public school teachers to teach the complete SFK weekly

program in their classrooms.

te f sep

The key rst step is to generate the interest of the local Department of Education or Ministryand/or a corresponding group of principals to conduct a pilot in your area. Although there is no

established minimum number for beginning, we recommend starting with at least 10 schools/30

teachers to build a more viable foundation for program expansion and effectiveness. Having

more teachers to support each other in the process (in training and beyond) helps them to have

more of a quality impact in the classroom. The following is needed for effective execution:

• Minimum 18 hours of initial teacher training;

• Class observations by a designated SFK trained local site coordinator and

Global Regional Director;

• Weekly teacher support meetings with local site coordinator, as necessary;

• Four to ve school visits by an SFK Education Director • Teacher accreditation at the end of the school year

• SFK educational professionals also provide ongoing training and support for school faculty

to integrate SFK tools and concepts throughout the school environment.

How Much Does It Cost?

Each site pays $250 per teacher to be trained. This includes the initial 18 hours plus ongoing

technical assistance and support. The direct cost per child is about $35 and includes all student

workbook and classroom materials. Additional optional teacher materials are available for order.

There is a substantial amount of training and support involved in this process. It is necessary

to provide clear communication and a consistent means of support due to the content anddepth of the program.

Each city in which SFK is offered is required to have an on-site training coordinator.

This coordinator is trained by SFK to provide on-site support to all schools and staff within

their jurisdiction. He/she should have a relationship with the school district and is responsible

for contacting all schools to gain support for and fulllment of the necessary requirements

of adopting the program. The coordinator will be in constant contact with an SFK Education

Director for support. Upon successful implementation of the Public School Training Program,

school district partnerships can include the licensing of entire school districts to expand the

program. SFK is also open to adapting this model to train teachers and staff in child serviceagencies and after school programs.

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Plans For The FutureSFK is dedicated to constantly developing cutting edge programs and methods to meet the

challenging educational needs globally. Educators and philanthropists face complicated barriers

to reaching children in need and relating them to in an effective manner. SFK’s global educationteam is constantly developing new methods and techniques to empower children as well as new

avenues of empowering teachers and educators to meet the changing demands.

INTEGRATED LEARNING AND MULTIMEDIA PLATFORMThe more opportunities to reinforce SFK concepts outside of the SFK classroom, the

greater the likelihood of expanding the program’s reach, impact and sustained outcomes.

With the goal of having students apply the SFK tools and concepts more fully into their

lives both at school and at home, we are piloting two integrated learning models in the

2010 school year. The Integrated Learning model is designed to infuse SFK throughout the

entire school culture. SFK concepts are organically woven into school curricula and the schoolculture by means of on-going school-wide activities. Parent and teacher workshops provide

concrete ways to reinforce concepts at home and at school. SFK teachers will deepen the

understanding of the SFK curriculum among participants, support the schools throughout the

length of the pilot program, and help celebrate the successes through monthly workshops.

A wide array of multimedia products are under development (books, videos, games) to support

the SFK class experience in and outside the classroom.

We are currently in the process of creating 5-10 minute video clips of SFK lessons followed by an

interactive set of activities that children can do at home with their parents or mentors. This will be

launching on Facebook in 2011.

MuLtiMedia PLatFOrM

+

integrated Learnin g

enhanced

sFK

CLAssroom

ExpEriEnCE

public

schooltraining

direct

service

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“Rather than diverting schools from their primaryacademic mission, improving the social and

emotional competence of students andthe climate of schools advances it. SEL learning

forties students with the basic skills they need to

be successful in school and more importantly in life.”(CASEL)

SFK YOUTHThe SFK Youth (teen) program is a multi-faceted prevention program with the mission of

enriching the sense of purpose of adolescents and enabling them to become the purpose

driven engineers of their own lives. The program integrates thought-provoking activities

with a focus on a transformative and personalized experience. Skills taught through the

SFK Youth program provide students with techniques to make effective and positivechoices thereby working to avoid the negative effects of poor decisions. As they learn the

principles of the program, teens begin to understand that no matter what their current

circumstances happen to be, they can transform adverse behaviors into resilience,

purpose and draw on their inner power to change their lives.

During the critical developmental years of adolescence, the SFK Youth program can

provide the tools to help build a healthy sense of self while fostering and deepening

the desire to share and contribute to the betterment of the world.

KIDS CREATING PEACEKids Creating Peace (KCP) is an SFK initiative aimed at helping children who are caught

in war-torn areas of the world. With successful Hebrew and Arabic pilot programs in the

Middle East, KCP recognizes that a crucial rst step toward achieving sustainable peace

in the region is changing the common attitude of hatred on both sides towards one

another. After learning the principles of unity and tolerance in the SFK curriculum, Arab

and Jewish children are brought together for special programs, events, and summer camp

experiences, where they bond in fun and friendship. Through KCP, the SFK principles

are applied to real-world conict in order to create change both in the individual and in

the world.

KCP TEEN DIALOGUE PROGRAMKCP’s newest development is a dialogue program for Jewish and Arab teenagers in

the Middle East. One of the main goals is to provide and empower children with a true

dialogue experience where they discover that the child sitting opposite them has similar

feelings, desires, and hopes as they do. Once this discovery is made, real change

becomes possible.

Dialogue programs created for the Middle East will serve as a model that can and

should be used in any conict torn area of the world.

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Sampling of Partnerships

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sfk success for kids - educational approach brochure

Documents