Purpose: To recognize and articulate some of the emotions that accompany adolescence
Materials: Board and chalk or newsprint and markers; masking tape; signs labeled “A”, “B”, “C” and “D”; Leader’s Resource, “Feelings,”(pdf) paper, pens/pencils
Time: 40 50 minutes

Planning Notes:

This activity might arouse strong feelings. It is meant only to provide education, not therapeutic intervention. If you are implementing this program in a setting where mental health professionals are available, you might want to ask a colleague to co facilitate this session with you. Then you can more easily make follow¬up referrals for young people who need counseling. Unless you are a mental health professional yourself, please refer participants to others who have specific skills necessary to deal with difficult issues like depression, sexual abuse, substance abuse, eating disorders and so on.

Procedure:

1. Point out that the group has spent a great deal of time learning about the physiology of sexuality, sexual development and human reproduction. These topics are important because participants are in adolescence and significant sexual development is part of what happens in adolescence.
2. Write “adolescence” on the board. Ask teens to try to describe adolescence in a single word or phrase. List their descriptions on the board or newsprint, then summarize the responses. If no one else has, add “changes" to the list and explain that most psychologists and educators describe adolescence as a time of change.
3. Ask the group, besides your bodies,” what other things have changed for you since you became a teenager?” Ask them to spend five minutes writing about these changes.
4. Ask several volunteers to share what they have written. Begin a list on the board titled “Changes,” and write the major things volunteers have written about. Ask if any other participants wish to add to the list. When the list is complete, it should include the following:
• Feelings and moods
• Relationships with parents
• Relationships with friends
• Feelings about yourself
• Feelings about someone you like
• The way others think about you
• Things you like to spend time doing
• Things you think about
• Plans for the future
5. Emphasize that while body changes are happening on the outside, feelings are changing on the inside, where no one can see. It is important to talk about feelings with family, friends and other adults you trust, because feelings affect a person's relationships, self esteem and behavior.
6. Explain that you want the group to spend some time talking with each other about the different feelings they are experiencing as teenagers. Go over instructions:
• Each of the four comers of the room is labeled with a letter -  “A”, “B”, “C” and “D”
• I will read four different feelings about a topic—for example, feelings about parents —and tell you which corner represents each feeling.
• Once I have read the feelings, choose the corner that is closest to how you feel about the topic and go stand there.
• When everyone is in their corners, find a partner to share your feelings on this topic. Both partners should share their feelings in the time allowed.
7. Read the first statement from the Leader's Resource. Repeat the choices and direct teens to the appropriate corners. Then tell them to find a partner and share their feelings on that topic
8. Call time and ask volunteers from each corner to share their experiences. Comment on the similarities in emotions that teens experience and support any teens that are alone or in very small groups. Point out that not everyone has the same experience when it comes to certain things.
9. Repeat the procedure with other statements as long as time permits.
10. Conclude the activity using the Discussion Points.
    

Discussion Points:

1. What about being a teenager has caused positive feelings? Which things have caused negative feelings?
2. What are some of the reasons that changes occur in adolescence? (Answer: Many reasons, including hormones that affect growth and development, changes in school situations, new pressures from family and friends, sexual maturity and so on.)
3. Would you like to be several years younger? Why or why not?
4. Would you like to be several years older? Why or why not?
5. Are a person's feelings ever wrong, or bad? (Answer: No, feelings exist and they are always valid, even when they are negative such as anger, jealousy or sadness/depression. People learn as young children that they cannot always act on their feelings, but they should always be able to talk about them to someone they trust.)
6. Who would you talk to, or where would you go, if you were feeling especially bad about something? (Answer: Parent, other adult in family, doctor, religious leader, friend, school counselor or nurse, a trusted teacher or program staff person, community crisis center or telephone hot line.)