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HOMEROOM GUIDANCE PROGRAM provides wholesome learning experiences in the classroom that will foster positive attitudes, behaviors and values and improve relationship between teachers and students.

The document describes an "Inspiration Game" intended to help participants discover their life purpose. It involves answering 13 questions about activities they enjoy, important people, qualities they value, and goals. Participants then analyze their answers to identify a core value and talents. They write a short sentence combining these to define their life purpose. They also set goals and actions to improve their health, spirituality, mental state, and social/emotional well-being to live out this purpose. Finally, participants write a letter to their future self describing what they achieved in a year by following their purpose. Contact information is provided for coaching support.

This document discusses a Year 7 PSHE lesson about managing the transition to secondary school. The lesson involves students discussing their concerns about changing schools and putting their worries in order. Common concerns included leaving their old school, getting lost, making new friends, being bullied, and keeping up with the academic work. The class then discusses solutions to each concern, such as using a color-coded schedule to stay organized. Students are asked to write down the one thing they worried about most and how they will deal with it.

The document discusses the concept of being proactive. It states that when people are proactive, they make good choices in how they respond to situations with a calm attitude. They are prepared for what may happen and do things to help ensure positive outcomes. When things do not go their way, proactive people remain calm rather than becoming unhappy. It also distinguishes between things people can and cannot control in their lives.

This document discusses qualities that help people gain respect from others such as honesty, responsibility, courage, concern for others, health, and citizenship. It provides guidance on getting to know yourself, making wise decisions, and taking responsibility. The key steps to making wise decisions are to identify the decision, list choices, remove harmful options, think about outcomes of remaining choices, select the best choice, act on it, and review the results. Responsible people make wise choices, keep promises, admit mistakes, accept consequences, and do not make excuses.

This activity sheet provides examples of typical emotional situations experienced by college students and prompts reflection on personal experiences with those emotions and lessons learned. The four emotions and situations discussed are: 1) Discomfort from an uninteresting professor where the lesson is to research professors before enrolling in classes. 2) Anxiety about class requirements like research papers where the lesson is to prepare before difficult classes. 3) Excitement over winning a scholarship to share with proud family where the lesson is to stay positive and active. 4) Joy at graduating and getting a job where the lesson is to be a role model for one's family and children.

This document discusses holistic personal development and the interconnection between thoughts, feelings, and behaviors. It addresses the ideal self, actual self, self-esteem, and incongruence between self-images. The objectives are to evaluate emotions, opinions, behaviors and developmental tasks during adolescence. It discusses that thoughts become feelings and influence behaviors, and provides examples of how situations can affect one's thoughts, feelings and actions. The document also addresses cognitive, psychological, social, spiritual and physiological development and encourages analyzing one's personality aspects and improving the weakest areas.

The document provides instructions for a portfolio midterm with three sections. Section one involves writing an intention statement for the class and college education. Section two includes three learning style inventories - VARK, Myers-Briggs, and True Colors - where the student analyzes their results and answers questions. Section three is an emotional intelligence activity where the student reflects on typical college situations and the lessons learned from emotional responses.

This document contains a daily lesson log for a psychosocial support activity pack for 8th grade students. Over the course of a week, the teacher led various activities aimed at identifying students' psychosocial needs, assessing their responses to rapid changes, and helping them cope with current situations. Activities included icebreakers, emotion mapping, roleplaying emergency scenarios, relaxation exercises, and discussions about feelings, conflict resolution, and envisioning positive change. The teacher evaluated students' learning and reflected on teaching strategies, with the goal of continuously improving support for students' well-being.