SENSEABILITY SUITE

SENSE OF PURPOSE
Can be used in conjunction with the SenseAbility
Essential Skills Module and DVD

www.beyondblue.org.au/senseability
Sense of Purpose

Authors:
Stephen Irwin (Stephen’s Ink Pty Ltd)
Dr Jeanie Sheffield (The University of Queensland)
Kristina Holland-Thompson

Education consultant:
Liz Lyons (Moreton Bay College)

Psychology consultant:
Professor Susan H Spence (Griffith University)

Design/Layout:
John Hudson (Pagecreations)

ISBN 978-0-9807463-5-8

All text copyright © Beyondblue Limited (beyondblue) 2010. While Australian

school communities are permitted to freely copy SenseAbility materials for
communication between teachers, students, parents/guardians and others, the
materials must not be modified, altered or adapted, or copied for use in any profit-
making activity. While every care has been taken in preparing these materials,
neither beyondblue nor the authors accept any liability for any injury, loss or
damage arising from the use of, or reliance upon the content of, SenseAbility
materials. Australian schools must ensure that teachers only use this and other
SenseAbility materials in a manner that is appropriate for their target audience.

Special thanks to:

Brian Graetz (beyondblue: the national depression initiative)
Moreton Bay College students
Washington University students:
Victor van den Bergh
Jeanenne Rodrigues
Rachel Metter
Michelle Kolodny
Sense of Purpose — Contents 6(16($%,/,7<

WELCOME TO SENSE OF PURPOSE 3

Definitions of SenseAbility 3
About Sense of Purpose 4
Goals of this Module 4
Sense of Purpose: Main Themes 5
Important Concepts 6
Essential Skills 7
Elements in this Module 8
Teaching Suggestions 8
Activity Delivery 9
Setting the Scene 10
Delivery Options & Flowchart 11

FOUNDATION SESSION 13
Core Activity 14

CONTENTS
Alternative Core Activities 16
Introduce Sense of Purpose 16
Personal Reflection 17
Introduce Real-life Application 19

SUGGESTED PROGRAM 21
Session 2 23
Session 3 27
Session 4 33
Session 5 39

FLEXIBLE DELIVERY 43

REFERENCES & GUIDES 47

Suggested Texts 48
Suggested Films/TV Programs 49
Real-life Applications 50
Classroom Activities Guide 51

DELIVERING SENSEABILITY 53

ACTIVITIES & RESOURCES (see over for listing) 55

RESEARCH REFERENCES 85

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 Activities & Resources — Contents 6(16($%,/,7<

ACTIVITIES & RESOURCES 55

Sense of Purpose Hand-out 57

A-B-C-D Model – Sense of Purpose 58

Blank A-B-C-D Model 59

Can We Fix This? 60

Compose a Poem 61

Diminishing Returns 63

Do I Need Help? 64

Grumble Auction 65

Grumble Auction – Grumble Cards 66

Hard Choices 67
CONTENTS

Hard Choices – Overhead Transparency 68

Heart of the Home 69

Holidays are Horrid 70

Holidays are Horrid – Topic Cards 71

I’ll Cope 72

I’ll Cope – Subject Cards 73

In Summary 74

Interferometrically 75

Noise in the Night 76

Slam Dunk 77

That Changed My Life 78

That Changed My Life – Inspiring Stories 79

Towers 80

Towers – Wild Cards 81

Two Cafes 82

What a Great Guy 83

The Word Thief 84

Research Support 86

Reference List 87

2
Welcome to Sense of Purpose 6(16($%,/,7<

Welcome to the Sense of Purpose Module, one of the seven modules of beyondblue’s
SenseAbility Suite.
SenseAbility is designed to help enhance and maintain resilience and psychological wellbeing in young people
(ages 12–18) by building their social and emotional skills. Young people who possess sound social and emotional
skills are generally better able to cope with the stressors of daily life. They also tend to have better relationships
with their parents, teachers and peers, and perform better academically. Very importantly, having these skills
makes it less likely that a young person will experience a significant mental health problem in the future.

This suite of modules uses a strength-based approach that asks students to concentrate less on things that they

WELCOME TO SENSE OF PURPOSE

think might be ‘wrong’ with themselves or their world, and focus more on the things that are okay or good, and
which they can capitalise on. For example, they might not have the body they think is ideal, but that body still
allows them to move and talk and eat and feel. They may not be the most popular person in class, but they might
still possess valued qualities like loyalty or the ability to share a joke, or take good care of their siblings. In short, if
students take their focus away from ‘faults’ and ‘defects’ and build instead on their inherent qualities and things that
they are competant or skilled at, they open themselves up to more opportunities to be satisfied in life.

The SenseAbility Suite covers six separate but interlinked life ‘Senses’; it also covers ‘Essential Skills’– important
life and interaction skills often needed to cope with the changes and challenges of everyday life.

THE SENSEABILITY SUITE

Sense Definition
Knowledge and belief in your strengths, qualities, and abilities, and an acceptance of your inherent value
and individuality. Building and maintaining a belief in the value of the essential ‘you’ can help you face
life’s changes and challenges more effectively. Self-worth is particularly important during transitional
SELF-WORTH
phases in your life.

Belief that you have the skills and ability to cope with life’s challenges, and to manage your
emotions. Includes a realistic recognition of what is within and what is outside your control. It is an
understanding that, although you cannot control all of life’s events, you do have some control over your
CONTROL responses to those events.

The feeling of being valued, needed, accepted, and meaningfully connected to a social network.
Feeling ‘connected’ to your friends, family, school, and community provides a Sense of Belonging,
which is especially important when times are tough.
BELONGING

Sense of Purpose (or meaning) is the motivation that drives you toward a satisfying future. It also helps
you to get the most from the things you do and achieve – large and small – right now. Your Sense of
Purpose is shaped by things you believe in and value – your own personal code of behaviour.
PURPOSE

Gives feelings of hopefulness about the future, allowing you to act purposefully and positively. It can
help you feel encouraged about setting goals for the future and making plans to meet those goals. It
involves positive expectations, realistic thinking, goal setting and problem-solving.
FUTURE

The ability to see the lighter and ‘funnier’ side of life, including your own foibles. A Sense of Humour
enables you to appreciate laughter and to enjoy life. An important aspect of the sense is the ability to
plan enjoyable/pleasant events into your life.
HUMOUR

These are life skills which help you to interact more effectively with others, and to cope better with
life’s changes and challenges. These skills are broken into six main types: helpful thinking and self-talk;
emotion recognition and regulation; life problem solving; communicating effectively; planning and time
management; and keeping well.
ESSENTIAL SKILLS

This Sense of Purpose Module can be delivered as a stand-alone

learning tool, or in combination with any or all of the other SenseAbility
modules. For suggestions on delivering more than one module, see
Delivering SenseAbility (p.53).

3
 About Sense of Purpose 6(16($%,/,7<

A Sense of Purpose (or sense of meaning) is sometimes difficult to

define because it differs for each of us. Generally, though, a Sense
of Purpose reflects personal beliefs about what is important to us,
and our reason for living; it is our personal code for behaviour; it is
the motivation that drives us toward finding meaning, satisfaction
and enjoyment in the present, and to look forward to our future.
A Sense of Purpose is one of the key reasons we do the things we
do, especially as we get older and begin careers, take on family
INTRODUCING SENSE OF PURPOSE

responsibilities, become involved in our community, and come

to recognise the values we regard as essential to ourselves.

A Sense of Purpose helps us to focus on our own values

and beliefs, and to live our life in a way that is consistent
with these values. This might include things like being a
good friend, supporting family members, helping other
people, keeping healthy, improving the community, or
experiencing the world by travelling to different countries.

A Sense of Purpose can heighten our enjoyment of activities and

successes – think how much better it feels to succeed at something we’ve worked hard for, rather than just ‘lucking
into’ a win. Very importantly, a healthy Sense of Purpose can help get us through tough times when things don’t go
as we’d hope.

Our Sense of Purpose is shaped partly by what we value (e.g. fairness, honesty, respect, family, camaraderie, good
health) and partly by what we enjoy (e.g. comfort, nature, laughter, art, sport). In this respect, everyone’s Sense of
Purpose in life is quite unique: some of us focus on careers; some of us focus on being a good family member or
friend; some of us focus on looking after our bodies, enriching our minds or creating new things; some of us focus
on making life better for others. Some people have a strong Sense of Purpose from an early age; for others, Sense
of Purpose only takes shape as they get older and experience new things. And a Sense of Purpose isn’t always
static – it can change in response to things that happen and to people that we meet. One thing is certain, though:
having a strong Sense of Purpose helps each of us get much more out of life.

Goals of this Module

This module aims to convey the important role that a strong Sense of Purpose plays in everyone’s emotional
wellbeing.

A healthy and realistic Sense of Purpose can help us make sense of events that we experience. It can greatly
enhance feelings of accomplishment when we reach goals. It helps give meaning to events in the present, and to
give hope for the future. It can help us to prioritise and choose where to apply our time and energy. Even if our
goals aren’t yet easily defined, a Sense of Purpose can help steer us toward situations where specific goals might
become clearer.

This module should also highlight how important a Sense of Purpose is when weathering challenging events.
Without a Sense of Purpose, we can lose perspective about the value of things like family, friendships, our
community, and material possessions, thereby exposing ourselves to feelings of dissatisfaction and other
emotional problems.

Activities and discussions in this module

will aim to make students think about:

• the things that give their lives meaning

• the satisfaction that comes from
striving for, and achieving, goals
• how Sense of Purpose helps them
weather challenging events
• how Sense of Purpose can change
as they develop and grow.

4
Goals of this Module (cont.) 6(16($%,/,7<

Here are the seven key goals of this Sense of Purpose

Module. Keep them in mind as you deliver each session.
At the end of the module, your students should be able to:

1. DEFINE Sense of Purpose.

2. UNDERSTAND what a Sense of Purpose provides them with.
3. IDENTIFY the key features of Sense of Purpose.
4. IDENTIFY aspects of Sense of Purpose within themselves and how

INTRODUCING SENSE OF PURPOSE

important the sense is in their own lives.
5. RECOGNISE how strong their own Sense of Purpose is, and their
capacity to enhance it.
6. UNDERSTAND that their thoughts about events – not the events
themselves – affect their feelings and behaviours, and that they
have the ability to change those thoughts.
7. PRACTISE and APPLY their understanding and new knowledge
about Sense of Purpose in real life.

In your final session, it is important that you revisit these seven key
goals to ensure that your students have met them.

Sense of Purpose: Main Themes

Sense Definition Themes

Sense of Purpose (or meaning) is the motivation that 1. Goals & Planning
drives you toward a satisfying future. It also helps you
to get the most from the things you do and achieve – 2. Drive & Determination
large and small – right now. Your Sense of Purpose is 3. Dealing with Uncertainty
shaped by things you believe in and value – your own
personal code of behaviour. 4. Values
Purpose

Many of this module’s activities relate to the four main themes dominant in Sense of Purpose:

1. Goals and Planning – A Sense of Purpose helps spur us to organise our life in such a way that we are
more likely to achieve the things that give us satisfaction and give our life meaning. Put simply, if we
want something, we are more likely to get it if we are prepared to save, sacrifice, and work for it – and this
preparation involves setting achievable goals and developing realistic plans for achieving those milestones.

2. Drive and Determination – Like the Sense of Purpose itself, drive and determination vary from person to
person, and often within individuals from day-to-day. It is affected by our values and beliefs, the achievability
of goals, the scope of the reward, the skills of the individual, the nature of successes and failures we enjoy or
endure, and (very importantly) how we think about themselves and those events.

3. Dealing with Uncertainty – Nothing in life is certain. Having a healthy Sense of Purpose helps us to deal
effectively with circumstances that we don’t anticipate – both bad and good. For instance, studies can be
derailed by sudden illness; plans to work overseas can be jeopardised by meeting and falling in love with
someone special. Having a healthy Sense of Purpose helps us to weigh these unknowable events against the
things we value, cherish, enjoy, and aspire to.

4. Values – Many of the things that we enjoy and find rewarding in life are reflections of the values that we
personally hold. Spiritual beliefs, work ethics, relationships, community standards, our ‘world view’, and
physical and emotional pleasures all feed, and are fed by, our personal values. So, moral codes like fairness,
honesty, and respect all play a part in shaping our individual Sense of Purpose.

If you want to select activities by theme, you can do so easily using the Classroom Activities Guide (p.51).

5
 Important Concepts 6(16($%,/,7<

Sense of Purpose – like all of SenseAbility – is based on cognitive-behavioural principles. This evidence-based
approach says that our thoughts play a central role in influencing our feelings and our consequent behaviour.
In other words, when an event happens to us, it is our interpretation of and thoughts about the event – not the
event itself – that leads us to feel certain emotions and act in particular ways.
In a school setting, an example of the A-B-C-D Model (shown below) might be when two students receive
exactly the same exam score, yet have completely different emotional and behavioural reactions. One student
might be disappointed and upset because he/she thinks it is not the top mark and therefore he/she did not
perform effectively, where the other may be delighted because it is a better mark than he/she usually achieves.
A clip demonstrating this is included on the Essential Skills DVD (Helpful Thinking & Self–talk, Unit 1, Clip #2).

EXAMPLE OF A-B-C-D MODEL

When an event (A) happens, it is our thoughts and interpretations (B) of the event, and
not the event itself, that lead us to experience certain emotions and feelings (C), and to
act or react in particular ways (D).
ANTECEDENTS BELIEFS CONSEQUENCES DO
IMPORTANT CONCEPTS

Event/Situation Thoughts Feelings Actions

A B C D
Joanne doesn’t get D Joanne resolves
picked for the school
Volleyball DEVASTATESA never to play volleyball
is everything! D
volleyball team. My life is over. again.
DEFLATED

Joanne doesn’t get That’s so Joanne joins a social

disappointing A BIT DETERMINED
picked for the school SAD volleyball team to
volleyball team. – there must be OKAY improve her skills.
reasons I wasn’t
chosen.

NB: If you want to use the A-B-C-D Model as a hand-out or for overhead or data projection, it is also
included on p.58 and in PDF on the SenseAbility CD.

Very importantly, this model proposes that while we often can’t change events, we do have the power to
change the way we think about those events, and therefore how we feel and how we behave. Put simply, the
A-B-C-D approach means that changing the way we think can help make us feel better.
Many of the activities and discussion cues included in this module – particularly the Core Activity ‘Compose a
Poem’ (p.14) – relate directly to this A-B-C-D Model. These will often include questions about what the students
were thinking during the activity they just performed or the event being discussed, and how those thoughts
affected the way they felt, and what they did as a result. It is important for you to keep this thought–feeling–
action link at the front of mind.
If you have already delivered a Core Activity similar to ‘Compose a Poem’ with another Sense module, you may
consider reinforcing students’ understanding of the A-B-C-D Model through another activity, such as ‘Noise in the
Night’ (p.76), or by brainstorming scenarios where a single event can result in different feelings and actions in
different people, simply because they thought about that event in different ways.
Once you feel your students have a good grasp of the A-B-C-D Model concept, the next step is to encourage them
to get into the habit of challenging unhelpful thoughts about events in order to make themselves feel better (see
p.7 for examples). The Essential Skills Module also examines strategies for challenging unhelpful thoughts in the
Helpful Thinking & Self-talk section which is supported by DVD clips.
6
Essential Skills 6(16($%,/,7<

This module contains some activities that aim to help students identify and exercise some
Essential Skills that are particularly important to a Sense of Purpose, including:
• helpful self-talk/challenging unhelpful self-talk (see below)
• making choices
• setting realistic expectations
• problem-solving
• seeking help.

Self-talk —
­ The Most Essential Skill
The importance of helpful self-talk to wellbeing is difficult to overstate. Helpful
self-talk is a skill critical to building a strong Sense of Purpose. When we speak to
ourselves helpfully, we are more likely to attempt things that might seem difficult
or which promise rewards that seem a long way off. When we speak helpfully to

ESSENTIAL SKILLS
ourselves, we are also more likely to keep trying to reach our goals even though
we might suffer setbacks. However, if we speak to ourselves unhelpfully, we may
find it easier to give up, or to not even attempt something in the first instance.

The way we think and talk to ourselves can directly affect the way we feel and,
consequently, the actions we take or don’t take. In this respect, self-talk relates
directly to the A-B-C-D Model. Therefore, if we get into the habit of challenging
unhelpful thoughts and generating alternative ways of thinking (see below), we
help protect our emotional and mental wellbeing.

Look for opportunities during class discussions to draw out what your students
were saying to themselves during activities or events and, consequently, how
those thoughts made them feel and what they did as a result of this. Please note
Don’t forget: if you think
that some people find it difficult to remember what they were thinking or seeing
your students would benefit in their mind, and some people get ‘thoughts’ and ‘feelings’ confused, e.g. ‘I felt I
from more in-depth work wasn’t good enough’ is in fact a thought, not a feeling.
on self-talk and challenging
unhelpful thoughts, they
can be explored further
Here are some examples of helpful and unhelpful self-talk relevant to
using the Helpful Thinking Sense of Purpose:
& Self-talk section of the
Essential Skills Module.

Unhelpful Self-talk Helpful Self-talk Alternatives

I do have something to contribute,
even if it's small.
I don't have anything to offer Challenge!
I am capable of things that will
make a difference.

Life has a lot of interesting things in it.

Everything seems pointless Challenge! Sometimes life can be challenging, but
I'll still keep working towards my goals.

I can make a plan to help me do okay.

I have no idea where I'm going in life Challenge! That's okay, I can still enjoy the journey
and look for opportunities on the way.

7
 Elements in this Module 6(16($%,/,7<

1. ACTIVITY DELIVERY (p.9) 6. SUGGESTED TEXTS, FILMS & TV PROGRAMS –

These are suggestions for books, plays, films
2. SETTING THE SCENE (p.10) and TV programs that you can use as a basis for
discussion. They are suggestions only, and you
3. DELIVERY OPTIONS & FLOWCHART (p.11)
are encouraged to substitute them with other
references that you think are more suitable to
4. CLASSROOM ACTIVITIES – Activities designed to
your students’ needs and their current curriculum
let students experience thoughts or feelings that
streams. They are summarised on p.48 and p.49.
are often associated with Sense of Purpose. These
activities are suggestions only, and you should feel 7. RESOURCES – Either simple, readily accessible
free to create or find your own activities to spark props (e.g. playing cards, drinking straws, sports
fruitful discussion or deliver helpful information mats), or printable/photocopiable pages (e.g.
cue cards, quiz sheets, templates). The latter are
about Sense of Purpose. All activities are itemised
ELEMENTS IN THIS MODULE

included as photocopiable pages in the Activities &

on the Classroom Activities Guide (p.51) and are
Resources section at the end of this module, and in
also included in the Activities & Resources section
PDF on the SenseAbility CD.
(commencing p.55).
8. SENSEABILITY CD – Contains Activities & Resources
5. REAL-LIFE APPLICATIONS – Activities that give in PDF.
students the opportunity to apply what they have
9. SENSE OF PURPOSE HAND-OUT – A photocopiable
learned to life outside the classroom. These page in the Activities & Resources section (p.57) and
applications allow students to see the relevance in PDF on the SenseAbility CD.
of Sense of Purpose in their own lives, and also to
10. JOURNAL – Two complimentary A5-size student
experience applying the Sense in activities that are
journals – with blank and lined pages – are included
meaningful to them. They are summarised on p.50.
with the SenseAbility Suite. If your school wishes
to order more of these for your students, visit
www.beyondblue.org.au/senseability for details.

Teaching Suggestions

HOW MANY ACTIVITIES?

Select and deliver as many activities as you think
necessary to allow your students to understand
and have sufficient practice at applying aspects of
Sense of Purpose. If you feel your students have
grasped a point well, you may decide delivering
more activities or persisting with discussion is
‘overcooking’ the information. You are the best judge.
NON-PARTICIPATION
Some students, with good reason, may not wish PURPOSE IN THE CLASS AND SCHOOL
to participate in either activities or discussion. Some students may not see much meaning in their life,
This non-participation should be seen as a valid but meaning and purpose can often be gained even
response to the material; it does not necessarily through small, simple things. Responsibility for a pet,
mean the student is not gaining insight from your helping you (the teacher) hand things out, and being
delivery or other students’ participation. Allowing asked questions they are comfortable answering can all
the student to observe is often the best course. help certain students find meaning in the school day.
Look for opportunities to remind students that
SENSITIVE ISSUES
they are having an impact even with humble
Some activities or discussion points may cause achievements, and that these have meaning. Also,
distress to some vulnerable students. Vetting seek to raise awareness that even if opportunities
activities and references beforehand, and thorough don’t arise as we’d like or hope, meaning can endure
debriefing when necessary, should decrease this risk. and help open the door to new possibilities.

8
 6(16($%,/,7<
Activity Delivery
Each SenseAbility module offers around 20 classroom activities for you
to choose from. Each activity is designed to provide an experience which
you and your students can discuss to gain new understanding about how
particular life ‘Senses’ apply in practical ways.

Activity Name Time Size

All activities in this This is an approximate A guide to student
module are listed duration of the activity, group size – some
alphabetically in the including basic activities are for Space
Classroom Activities discussion. individuals, some work Most activities are
designed for a typical
Guide (p.51). best in pairs, some
classroom. Some
require a whole class. require room for
students to mingle or
move, and some work
6(16($%,/,7< better in larger areas.
High Noon Balloons
LOONS’
ACTIVITY: ‘HIGH NOON BAL

ACTIVITY DELIVERY
One to five minutes
TIME:
when done Resources
SIZE: Individual activity most fun
as who le of class Copiable and printable pages
nd
SPACE: For students to move arou are included in the back of each
, four inflatable balloons
RESOURCES: Marking pens
per student, pens, paper
module and on the SenseAbility CD.
control.
Other resources are generally not
e they will eventually lose
in a pressured situation wher difficult to source – these include
The aim is to place students to
abou t the need to regul ate emotions, speak helpfully
ssion
The result should be discu to minimise feelings of stress
. school equipment like sports mats,
comm itmen ts in order
ourselves, and prioritise
and readily purchasable items
Hand-out balloons.
1.
they often feel are beyond
their control like drinking straws or balloons.
to list on paper four things
2. Give students one minute greed , mobi le phone bills, etc.). Resources like pens, paper and
itmen ts, corpo rate
(e.g. deadlines, family comm
potential stressors: 1 (mos
t difficult to control) to 4 (mos
t within control). glue are listed, but are assumed to
Have them number these four
3.
(one per balloon), and
be typical to most classrooms.
stressors on their balloons
4. Have students write their four balloon.
write the corre spon ding rating number (1-4) on each
to
keep them aloft
up their four balloons and
part: students must try to blow a time, i.e. Number 1 ballo
on
5. Now comes the tricky they must do this one at
the ground – but
without any of them hitting but they must keep hitting
it up
will be easy: they simply inflat
e it and throw it up into the air,
tie it off, then launch it. Then
they Aims & Results
e the Number 2 balloon and
with one hand while they inflat e the Number 3 balloon, and
so on.
the groun d while they inflat A basic summary of what
must keep two balloons off
retire from the playing students should gain from
who let their balloons hit the floor should
6. Stude nts
balloons still aloft have more
room. this activity.
area to let students with their
the floor.
finall y loses contr ol and his/her balloons touch
the last student
7. The activity ends when

Instructions
DISCUSSION SUGGESTIONS A step-by-step approach to delivering
nts experience during the
• What thoughts, feelings and
physical symptoms did stude the activity. Once you have read
excite ment , ange r, frustration, giggling, etc.
exercise? E.g. racin g heart ,
the instructions, you should feel
that was?
involuntary? Why do you think free to deviate from them to deliver
• Did these seem voluntary or
lpful?
this self-talk helpful or unhe
• What were you saying to yours
elf during the activity? Was the activity in a way that you
ons inflat ed
What strategies did successful
players (i.e. those who got
the most ballo and your students will feel most
• these involve overcoming
d the longest) employ? Did
and/or kept them off the groun
ions and using think ing skills? so, what were
If they? comfortable with. You should also
instinctive emotional react
consider repeating the activity if you
similar to real life?
• In what ways is this activity think it will benefit your students’
your
ed from this activity (e.g. know
lessons you might have learn
• Brainstorm some important only handle two or three ‘ballo
ons’ at a time!) understanding.
t that perha ps you can
limitations, and accep
ional reactions,
1) regulating knee-jerk emot
• Discuss the importance of
alk, and 3) priori tising tasks in our lives.
2) helpful self-t

62
Discussion Suggestions
The activities, generally, are only catalysts: it is class discussion that will open up understanding about the life senses,
their application, and their importance to your students’ daily lives. These discussion points are stimulus suggestions
only. You should feel free to use only those you agree are relevant, and to create and follow your own discussion
threads. Some activities may have particular relevance to other work you are doing with the class (e.g. a study of
society topic, a set text, or preparation for a sports event) so exploring that connection can be extremely valuable.

9
 Setting the Scene 6(16($%,/,7<

SENSE OF PURPOSE is the motivation that drives you toward a satisfying

life. Sense of Purpose (or meaning) also helps you get the most from the things
you do and achieve – large and small – right now. It is shaped by things you
believe in and value: your own personal code of behaviour.

WITHOUT A SENSE OF PURPOSE

YOU MAY ... WITH A SENSE OF PURPOSE
• feel overwhelmed by things in your life
YOU CAN ...
• keep going when things get tough
• feel like nothing you do matters
SETTING THE SCENE

• feel more confident to make plans and

• feel that setbacks are much more significant
prioritise things in your life
than they need to be
• recognise the things in your life that truly
• be unable to decide what to do, or which
count
direction to turn.
• become more resilient as you grow.

FOR TEACHERS
• Look for opportunities to remind students that they are having a positive impact even with humble achievements.
• Raise awareness in students that while events often don’t work out as we’d like or hope, having a Sense of
Purpose can help us endure, as well as open the door to new possibilities.
• Provide opportunities for students to develop a Sense of Purpose, perhaps by interactions with the wider
community (e.g. visiting aged-care facilities).
• Remember that purpose and meaning can often be gained even through, simple things (such as having a
responsibility for a pet or small daily tasks).

MESSAGES FOR STUDENTS

• Sense of Purpose helps us set and focus on goals, both short-term (like getting homework done, looking after your
brother or sister in the afternoons, doing your best at soccer practice), and long-term (starting an apprenticeship
or a family, getting into Uni, or travelling or working interstate or overseas).
• Sense of Purpose reflects the qualities we respect in others and in ourselves (such as justice, honesty, respect, or
fairness).
• Sense of Purpose is shaped by things you believe in and value. These can include things like being a good friend,
helping others, looking after your family, improving the community, staying healthy, spiritual beliefs, and being
curious about the world.
• Sense of Purpose can change as we change, as we confront obstacles, meet new people, and experience life. It
doesn’t matter if you don’t know what you want to be or do in life – you can still have a healthy Sense of Purpose.

ACTIONS THAT MIGHT HELP STRENGTHEN YOUR SENSE OF PURPOSE

• Think about the things – even small things – that you do that make a difference to other people’s lives (e.g.
phoning a grandparent to say ‘hello’).
• Take over caring for a pet or a garden.

10
Delivery Options & Flowchart 6(16($%,/,7<

While it is up to you how you deliver Sense of Purpose, there are two main options:
Suggested Program: a detailed, step-by-step program in your choice of either three or five 45-minute (or longer) sessions.
Flexible Delivery: select and deliver as many activities and applications as you see fit to deliver a solid understanding of
the material.

START: Read this Module fully

DELIVERY OPTIONS & FLOWCHART

Foundation Session (p.13)
It is recommended that all students undertake
this session regardless of delivery mode.
• Core Activity
• Introduce Sense of Purpose
• Personal Reflection
• Introduce Real-life Application

Suggested Program Suggested Program

Fully Flexible Delivery
(3-Session Delivery) (5-Session Delivery)

Session 2 (p.23) Session 2 (p.23) Choose either or both:

• Classroom Activity • Classroom Activity
• Classroom Activities
• Text- or Film/TV-based Discussion • Text- or Film/TV-based
Discussion • Real-life Applications
• Review Progress of Real-life
Application • Review Progress of Real-life
Application Choose activities and applications
most suited to your students’
current needs and/or curriculum
Session 3 (p.27) Session 3 (p.27) stream. The Classroom Activities
Guide (p.51) will assist.
(PARTS A, B, C & D) (PARTS A, E & F only)
• Classroom Activity (A) • Classroom Activity (A) Suggested Texts p.48
• Review Outcomes of Real-life • Classroom Activity (E) Suggested Films & TV p.49
Application (B) • Review Progress of Real-life Real-life Applications p.50
• Review of Understanding (C) Application (F) Classroom Activities Guide p.51
• Distribute Hand-out (D)
Every session, check the progress of
the Real-life Application introduced in
the Foundation Session.
Session 4 (p.33)
• Classroom Activity
• Classroom Activity
• Review Progress of Real-life
Application
Final Review Session
• Review Outcomes of Real-life
Application
Session 5 (p.39) • Review of Understanding
• Classroom Activity
• Distribute Hand-out
• Review Outcomes of Real-life
Application
• Review of Understanding
• Distribute Hand-out

Have all chosen Sense modules

been delivered?

Final recap/review of covered Proceed to deliver the next chosen

Senses and their importance YES NO SenseAbility module

11
12
Foundation

FOUNDATION SESSION
Session
NB: It is highly recommended that this session be
delivered to all students regardless of whether you have
chosen a suggested program or flexible delivery.

A. Core Activity
(5–10 minutes)
B. Introduce Sense of Purpose
(10 minutes)
C. Personal Reflection
(15–20 minutes)
D. Introduce Real-life Application
(5+ minutes)

6(16($%,/,7<
 A. Core Activity 6(16($%,/,7<

NOTE TO TEACHERS:
The first activity in this session is the Core Activity ‘Compose a Poem’. Its aim is to illustrate to students how
their thoughts about an event affect their feelings and actions. This understanding is fundamental to all other
activities in the Sense of Purpose Module.
If you have already delivered the activity with another SenseAbility module, such as ‘Give Me a Song’ in Sense
of Belonging Module, two alternative core activities for Sense of Purpose are offered on p.16.

ACTIVITY: ‘COMPOSE A POEM’

TIME: 5–10 minutes
SIZE: Whole of class
SPACE: No special requirements
RESOURCES: A-B-C-D Model (p.58 or SenseAbility CD)
FOUNDATION SESSION

The aim is to allow students to experience a situation where their thoughts about an event affect their feelings.
The result should be that students understand that they can control the way they think about events and so
exercise some control over their emotional responses. The activity should also highlight the link between
thoughts and feelings, and show how our thoughts have the power to increase or decrease our personal stress.

1. Tell your students that, to set the tone for Sense of Purpose, everyone in the class is to compose a poem listing
six things that give their lives meaning. You (the teacher) say you will randomly pick four people from the class
to stand up the front to read their poem.*
2. Explain that everyone has five minutes to start thinking about their six things and their poem. Students are
NOT to talk with their classmates in this time.
3. Pretend to be busy with notes/work but try to observe your students’ reactions.
4. After one minute has elapsed, stop your students (no one will be making up any poems; this was an experiment
to gauge students’ responses to a specific event, but do not tell the class this yet).
5. Commence class discussion using the tables below.

LIST STUDENTS’ RESPONSES

6. On the board, draw up a five-column table. Label the first column ‘A: Event’ and write beneath
it the only entry for that column: ‘Asked to recite own poem in front of the class’.

A: Event

Asked to recite
own poem in front
of the class

7. Label the third and fourth columns ‘Emotions’ and ‘Bodily Symptoms’ under the broader title
‘C: Feelings’. Ask students: What were you feeling during the preparation time (e.g. anxious, excited,
angry, unconcerned)? What was happening to your body (e.g. increased heart rate, sweaty palms, tense
muscles)? Write the various answers in columns three and four.

8. Label the fifth column ‘D: Behaviour’ and ask those same students: What were you doing during the minute
(e.g. fidgeting, looking around at friends/others, avoiding eye contact with the teacher)? Write responses in
column five.

* You can substitute another activity for this, so long as it is likely to evoke a wide range of reactions in your students.
(cont.)
14
A. Core Activity (cont.) 6(16($%,/,7<

9. Label the second column ‘B: Thoughts’ and ask the same students: What was going through your mind when
you were told that you might have to stand up and compose a poem (e.g. ‘I’ll make a fool of myself’, ‘This is
unfair’, ‘This is exciting!’, ‘I’ll die of embarrassment’, ‘I’m good at poetry’)? Write responses in column two.

EXAMPLE RESPONSES:

A:Event B:Thoughts C: Feelings D: Behaviour

Emotions Bodily Symptoms

I'll make a fool of Anxious Sweaty Look to friends

myself Embarrassed Churning Fidget

Pale Look down

Apprehensive
Asked to recite Don't pick me! Knotted Avoid teacher
own poem in front stomach
ofthe class
Angry Flushed Glare at
This is stupid/
Annoyed Clenched jaw teacher
unfair

FOUNDATION SESSION
Protest

Calm Alert muscles Work on poem

I'm good at poetry
A bit excited Heart rate up Preparation

10. The table now completed, discuss how there were some very different reactions among the class to the same event.

11. You can now explain this was an experiment to gauge student’s responses to a specific event.

12. Project the A-B-C-D Model as an OHT or give students a printed copy and explain how people can think differently
about the same event and consequently have different feelings and actions. In other words, it is not the event but
your interpretation of the event that leads to emotions and behaviours; you can change your feelings by changing
your thinking. Therefore, challenging unhelpful thoughts and generating alternative, helpful ways to think is an
important way to help manage stress and curb unhelpful emotional reactions.

DISCUSSION SUGGESTIONS
• Highlight that a whole raft of different responses – anger, nervousness, excitement – all resulted from the one
common event. What caused you all to feel and act in different ways was how you each thought about the event.

• Brainstorm some thoughts that might challenge unhelpful self-talk for this activity (e.g. ‘Maybe I’ll actually
come up with something good’ or ‘At least I’m not the only one, we’re all in the same boat’). What feelings
might these more helpful thoughts have resulted in?

• Brainstorm some other real life instances where people might have a variety of reactions to the same event.
Try to predict the likely feelings and actions that result from various ways of thinking. Which thoughts would
be helpful and which would be unhelpful to the situation? Which thoughts would most beneficial to the
person’s overall goal (e.g. to be happy, to do a good job)?

• Quickly brainstorm a list of events that have the potential for you to feel stressed and may deter you from
persisting (e.g. stumbling in front of peers, asking someone for a date, trying out for a sports team). But
remember the amount of stress and anxiety you feel is linked directly to how you think about the event. So,
changing the way you think is the most effective way to control your feelings and actions, and thus reduce
stress and anxiety. Unhelpful thoughts have the potential to stop us finding things that give meaning to our
life, or prevent us coping with life challenges that might threaten our current or future plans.

• If any student has composed a poem they would like to share now is a good time to do so.

15
 Alternative Core Activities 6(16($%,/,7<

If you have already delivered ‘Compose a Poem’ or similar with another Sense module (e.g. ‘Give Me a Song’ in
Sense of Belonging), consider how long it has been since your students did that activity, and judge whether you
think your students would benefit from revisiting the thoughts–feelings–actions relationship shown in the
A-B-C-D Model. If so, consider one of the two options, below. However, do not labour the point – if your students
understand that although they cannot control all life’s events, they can control the way they think about them, the
next important step is to encourage them to get into the habit of challenging unhelpful thoughts and changing them
to more helpful thoughts.

With both the options below, you can use the discussion points included with the core activity ‘Compose a Poem’.

OPTION 1
Classroom Activity ‘Noise in the Night’ is included in
the Activities & Resources section (p.76). This activity
has the potential for role-play and shows how an
event (an unusual noise heard in the night) can be
FOUNDATION SESSION

interpreted in many different ways, resulting in many

different emotional reactions and consequent actions.

OPTION 2
A Blank A-B-C-D Model is supplied in the Activities
& Resources section (p.59). You can brainstorm
with students various stimulus events pertinent
to Sense of Purpose (e.g. failing to get a desired
part-time job) then have students, together or
individually, draw in the remaining cartoon sections
of the model. Follow this with class discussion
about the value of challenging unhelpful thoughts.

B. Introduce Sense of Purpose

WHAT IS SENSE OF PURPOSE?
Explain that Sense of Purpose is the motivation that helps drive each of us toward a satisfying future and that
assists us to find meaning in, and to enjoy, even small activities in the present.
Consider a quick brainstorming session where students must come up with a list of things that give their lives value
and meaning (e.g. one starting with each letter of the alphabet).

KEY FEATURES WHAT IT PROVIDES

Having a Sense of Purpose means that you: • Meaning in the present, and hope for future
possibilities.
• can find pleasure in simple things that are
important to you and enjoy your successes • Drive toward achieving goals, and assistance in
making plans to meet them.
• are motivated to set goals, and to
aim to achieve things in your life • An enhanced resilience to unforeseen events
and changes in fortune.
• keep on trying when things get difficult
• Enhanced satisfaction from striving for, and
• see meaning in things around you achieving, desirable outcomes.
and in the things you strive for
• Protection against emotional problems,
• understand the need to prioritise including depression.
and make realistic plans
• understand that the things you find
most meaningful in life are individual
and can alter as you age and change.

(cont.)

16
B. Introduce Sense of Purpose (cont.) 6(16($%,/,7<

DISCUSSION SUGGESTIONS
• How do you think you could spot a person with a strong Sense of Purpose? What characteristics might you
look for?

• How might you identify a person struggling with their Sense of Purpose?

• List some goals/aspirations that some people your age may have. (NB: ensure you list not just career and
school goals, but also family, community, spiritual, health, and relationship goals.) What might be some
obstacles to these goals? What might be some ways to overcome these obstacles?

• In what ways does our Sense of Purpose reflect the values we hold?

• Brainstorm a list of influential people in various fields and discuss how important Sense of Purpose might
have been to them (e.g. Mother Teresa of Calcutta, Professor Ian Frazer, Janusz Korczak, Sir Richard Branson).

FOUNDATION SESSION
What challenges did/might they have faced on their journeys? Did those challenges weaken or strengthen
their Sense of Purpose?

C. Personal Reflection
TASK: Mapping Meaning in Your Life
This activity provides a way for students to consider the things that they value and which add purpose to their
lives in four different domains: Family life, School life, Work life, and Social life. It also provides a chance for
them to think about what they would like to achieve in those four domains in the next few months or years. Goals
might be something as ambitious as making a state sports team, things that have value for them now might be as
simple as riding a bike and feeling the breeze on their face.

(cont.)

17
 C. Personal Reflection (cont.) 6(16($%,/,7<

A blank Map of Values might look a bit like this:

FAMILY/PERSONAL SCHOOL

Value Now Goals in Six Months Value Now Goals in Six Months

WORK/CAREER SOCIAL (Friends/Community)

Value Now Goals in six Months Value Now Goals in Six Months
FOUNDATION SESSION

Here are some ‘seed’ topics that you might like to bring into
this important process:

• personal growth • community quality

• leisure • environment
• spirituality • family relationships
• health • social relationships
• academic achievement • intimate relationships
• financial security (boyfriend/girlfriend)

If students are finding it difficult to start the process, remind

them that things that give their life meaning in the present
do not have to be big: even events as seemingly humble as
caring for a younger brother or sister after school, helping a
parent around the house at the weekend, looking after a pet,
or ringing a grandparent to say, ‘Hi’, can add a great deal
of meaning not just to their own life, but to other people’s
lives, too.

DISCUSSION SUGGESTIONS
• Was it easy or hard to think of things that give • Were there some domains in the map that seemed
your life meaning now? Why/why not? more prominent/important than others? What
might this say about your values and priorities?
• Did you find yourself placing mental hurdles in
front of goals in your own mind i.e. did you stop • Did you discover anything that surprised you?
yourself writing things you might like to achieve Did the process reinforce anything in your mind
for one reason or another? Why did these reasons you might have already been considering?
seem important? Are there ways around them?

18
D. Introduce Real-life Application 6(16($%,/,7<

The aim of Real-life Applications is for your students to apply things they have learned about Sense of Purpose to
life outside the classroom. This should provide students with opportunities to utilise thinking skills that enhance
their own Sense of Purpose.

There are three options:

1. Shorter-term activity to run over approx. two school weeks if you are doing the 3-Session Delivery.
2. Longer-term activity to run over approx. four school weeks if you are doing the 5-Session Delivery.
3. Create your own activity to suit the needs and timeframes of your students.

Results of this activity:

• In each subsequent Sense of Purpose session, review the progress of this activity.
• In your final Sense of Purpose session, facilitate an in-depth class discussion about the activity and its effect
on students’ Sense of Purpose.

OPTION 1: ORGANISE A TIME DONATION

FOUNDATION SESSION
(Duration: approx. two weeks*)
1. Break the class into groups of two to four students.

2. Each group must choose an institution to which they can ‘donate’ an agreed amount of time – either as
individuals or as a group. They might choose to clean up a local park, to read to elderly people at an
aged-care facility, or to collect tinned food for a local animal shelter.

3. Groups are to be responsible for making contact with the institution they choose, and for getting
appropriate permissions.

4. As they make decisions, encourage the groups to verbalise what these choices say about their individual
Senses of Purpose. How might their actions affect the Sense of Purpose of those working for/supported by
the institution?

5. Discuss the progress of this activity at your next Sense of Purpose session.

(*adjust as necessary)

OPTION 2: ORGANISE A CHARITY EVENT

(Duration: approx. four weeks*)
1. This activity can either be an extension of Option 1 (Time Donation) or a Stand-alone activity.

2. You decide if it will be a project for small groups or for the whole class.

3. The group/s has/have four weeks to organise and conduct an event to raise funds for a charity of the group’s
choosing. The event might be a raffle, a trivia night, a gold coin auction, a talent show, a walk-a-thon … this
is also is up to the students to choose. Group/s must also decide how the funds raised will be handed over to
the chosen charity.

4. It is up to students to seek all appropriate permissions.

5. As they make their decisions, encourage the group/s to verbalise what these choices say about their
individual values and Senses of Purpose. How might the event affect meaning and purpose in the lives of
people supported by the charity?

6. Discuss the progress of this activity at your next Sense of Purpose session.

(*adjust as necessary)

19
20
 SUGGESTED PROGRAM
Suggested
Program
For delivery over three
or five sessions

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22
 SUGGESTED PROGRAM – SESSION 2
Session 2

2A. Classroom Activity

(15+ minutes)

2B. Text- or Film/TV-based Discussion

(25+ minutes)

2C. Review Progress of Real-life

Application from Foundation Session
(5 minutes)

6(16($%,/,7<
 2A. Classroom Activity 6(16($%,/,7<

ACTIVITY: ‘THAT CHANGED MY LIFE’

TIME: 15+ minutes
SIZE: Groups of three to five
SPACE: Room to form small working circles
RESOURCES: Inspiring Stories (p.79 or SenseAbility), or relevant news/
SUGGESTED PROGRAM – SESSION 2

magazine clippings

The aim is to consider the stories of real people who have overcome adversity due to their strong Sense of Purpose.
The result should be an increased awareness that a strong Sense of Purpose is important for setting and
achieving goals, for weathering unforeseen events, and for finding meaning even in unlikely circumstances.

1. Break the class into groups of three to five.

2. Distribute to each group either news/magazine clippings or printouts of the Inspiring Stories resource sheet.

3. Members of each group read the article they’ve been given and consider:

• How would you describe this person’s Sense of Purpose?

• What things contributed to the person’s Sense of Purpose prior to the event in question?

• What happened that changed or threatened their Sense of Purpose?

• How did the person change, regain, or rely on their Sense of Purpose?

• What might the person have been thinking and feeling: before the event; during the event;
after the event? What actions did he/she take as a result of those thoughts and feelings?

• How did the person challenge unhelpful thoughts?

• If your group had a friend facing a similar situation to this person’s, what might you say to them?
Who would you suggest they seek help from?

4. Each group selects a spokesperson/s to summarise to the wider class:

• The inspirational story they were given.

• How the person’s Sense of Purpose was threatened.

• How their Sense of Purpose was changed (including strengthened).

• How helpful and realistic thinking allowed the person to refocus on goals after the life-changing event.

DISCUSSION SUGGESTIONS
• What elements were common to these stories about Sense of Purpose?

• How can your Sense of Purpose change over time? Is it okay for your goals to change?

• What thinking skills can you use to bolster your Sense of Purpose?

• What is the difference between being single-minded (or obsessive) and having a strong
Sense of Purpose? Discuss specific examples (e.g. Nelson Mandela, early Antarctic explorers)
Were they single-minded, or did they simply possess a strong Sense of Purpose?

24
2B. Text- or Film/TV-Based Discussion 6(16($%,/,7<

Choose a Suggested Text or Film/TV

Program to discuss from pages 48 or 49,
respectively. Alternatively, select a book,
poem, film or TV program that you or
your students are already familiar with.

You can guide discussion using the suggested

cues included with the summaries or you

SUGGESTED PROGRAM – SESSION 2

can conduct class discussion in your own
way about how the text/clip that you’ve
selected relates to Sense of Purpose.

2C. Review Progress of

Real-life Application

Commence a class discussion about your

students’ progress on their chosen Real-life
Application from the Foundation Session (p.19)
– either the volunteering, the charity fund raiser;
or another activity you have chosen or created.

It is important to ensure the discussion

remains centred on Sense of Purpose.

DISCUSSION SUGGESTIONS
• What institution did you decide shall benefit from your efforts? What criteria did you use to make this decision?
How do those criteria reflect your own values?

• How are you going to fit this effort into your present life schedule? What skills are you employing in terms of goal
setting and planning?

• What do you hope to get out of this activity? What is the nature of the reward for you? In what ways might it give
meaning or add value to your life?

• In what ways might your efforts give meaning or add value to other people’s lives?

• What skills are you exercising that you think will be useful in other parts of your life?

25
26
 SUGGESTED PROGRAM – SESSION 3
Session 3

3-SESSION DELIVERY 5-SESSION DELIVERY

3A. Classroom Activity 3A. Classroom Activity
(10–15 minutes) p.28 (10–15 minutes) p.28
3B. Review Outcomes of (NB skip 3B, 3C, and 3D)
Real-life Application from
3E. Classroom Activity
Foundation Session
(15+ minutes) p.31
(10–15 minutes) p.29
3F. Review Progress of
3C. Review of Understanding
Real-life Application
(10–15 minutes) p.30
from Foundation Session
3D. Distribute Hand-out (5 minutes) p.31
(5 minutes) p.30
END OF SENSE OF COMMENCE SESSION 4
PURPOSE MODULE

6(16($%,/,7<
 3A. Classroom Activity 6(16($%,/,7<

ACTIVITY: ‘I’LL COPE’

TIME: 10–15 minutes
SIZE: Small groups
SPACE: To accommodate small circles
SUGGESTED PROGRAM – SESSION 3

RESOURCES: I’ll Cope Subject Cards (Activities & Resources section, p.73 or
Senseability CD), clock, pens, paper

The aim is for students to use skills that will assist them to overcome a physical impairment.
The result should be fruitful discussion about how a healthy Sense of Purpose can help us deal with uncertainty
and difficulties.

1. Break the class into small groups with preferably even numbers.

2. Have everyone write on a slip of paper their name and whether they are left- or right-handed. Everyone
places this slip face up in the centre of the group for safekeeping.

3. Distribute to each group identical numbers of Subject Cards, face down, so no students can see what is
written on the cards.

4. Each group is now going to play a visual guessing game. One member of the group will select a card
(which will have a common phrase or object on it, such as Rainwater Tank) and must try and convey those
words to the others in the group only by drawing on the paper – without speaking. Now explain the catch:
the drawer must use his/her non-dominant hand (i.e. right-handers must draw with their left hand)!

5. You must act as timekeeper. Each drawer gets one minute, and the rest of the group can guess as many
times as they like with each drawing until they get the answer correct, and then the drawer can choose a
new Subject Card. However, at the end of each minute, the role of drawer must change.

6. Someone in the group must keep score of successful guesses.

7. The activity continues until all the cards are exhausted or the activity runs out of puff.

8. The winning group is the one with the highest number of correct answers.

DISCUSSION SUGGESTIONS
• What did you think and feel when you were told the aim of the game? How did those thoughts and
feelings change when you learned you had to use your non-dominant hand?

• What strategies did you use during the game? How might you have thought/acted differently if you’d
been able to use your dominant hand?

• Do you know anyone who has faced similar adversity in real life? What happened? How did they cope?
Did their goals change, or did their strategies for meeting the goals change?

• What thinking skills are important in the face of uncertainty and change? What can you do to build and
strengthen those skills?

IMPORTANT CHECK
If you are doing a 5-Session Delivery skip NOW to Section 3E (p.31).
If you are doing a 3-Session Delivery continue to Sections 3B through 3D.

28
3B. Review Outcomes of Real-life Application 6(16($%,/,7<

In the 3-Session Delivery, this is your final Sense of Purpose session, so it is important to commence a class
discussion to review what your students learned from the Real-life Application from the Foundation Session
(p.19). This is a valuable opportunity for them to reflect on how important their Sense of Purpose is in their
everyday lives.

DISCUSSION SUGGESTIONS

SUGGESTED PROGRAM – SESSION 3

• Was your activity a success or not? How do you qualify ‘success’? What good things came out of it?
Good in what way?

• Did the activity add any meaning to your life, 1) as you were planning it, 2) as you were doing it, and/or 3)
now you have completed it? In what way/s?

• Do you think your efforts added meaning to other people’s lives? Whose? In what way? What does this make
you think and feel?

• Did you learn anything new about yourself through this activity? Did you discover any parts of yourself that
were more resilient than you expected? Did you discover parts of yourself that benefited from and were
enhanced by the activity? Which parts?

• What thinking skills do you think were most important in this activity, and why?

• How can you apply what you have learnt here in your own life?

29
 3C. Review of Understanding 6(16($%,/,7<

This is your chance to evaluate whether your students can demonstrate a solid understanding about the importance
of Sense of Purpose in their lives.
Use the seven Module Goals as a checklist. Can your students:
1. DEFINE the Sense of Purpose?

2. UNDERSTAND what a Sense of Purpose provides them

with?
SUGGESTED PROGRAM – SESSION 3

3. IDENTIFY the key features of Sense of Purpose?

4. IDENTIFY aspects of Sense of Purpose within themselves

and how important the sense is in their own lives?

5. RECOGNISE how strong their own Sense of Purpose is,

and their capacity to enhance it?

6. UNDERSTAND that their thoughts about events – not the

events themselves – affect their feelings and behaviours,
and that they have the ability to change those thoughts?

7. PRACTISE and APPLY their understanding and knowledge

about Sense of Purpose in real life?

There are many ways you may choose to do this, including a

written evaluation (e.g. a short creative essay or quiz), class
discussion, or even role-play.

Now is also an excellent time to brainstorm as a class some

ways that your students may be able to enhance their own
Sense of Purpose.

If you feel your students require more work simply:

• select other activities you haven’t already done using the Classroom Activities Guide (p.51);
• select and discuss other Suggested Texts (p.48) or Films/TV programs (p.49);
• find/create your own activities and discussion references to help build understanding about Sense of Purpose.

D. Distribute Hand-out

A hand-out summarising Sense of Purpose is included as

a photocopiable page in the Activities & Resources section
(p.57) and also in PDF on the SenseAbility CD.

1. Distribute one per student.

2. Consider a closing discussion about seeking help and the places where
someone struggling with Sense of Purpose might find such help (e.g.
trusted friends and adults, school counsellor, medical professionals,
Lifeline, Kids Helpline).

30
3E. Classroom Activity 6(16($%,/,7<

ACTIVITY: ‘HEART OF THE HOME’

TIME: 10–15 minutes
SIZE: Large groups/whole of class
SPACE: Seating room
RESOURCES: Pens, paper, hat/bucket

SUGGESTED PROGRAM – SESSION 3

The aim is for students to use comparisons with functional objects to encourage thought about unique
personal qualities and strengths.
The result should be an enhancement of thinking skills used to help challenge negative self-talk and to promote
positive feelings about Sense of Purpose.

1. Conduct a brief discussion about kitchens. Every home has one – basic or grand – and each is populated
with all sorts of utensils. Consider brainstorming a quick list, perhaps under groupings like: Essential
(e.g. cutlery, frypan, etc.); Useful (e.g. blender, grater); and Specialty (e.g. egg-slicer, olive pitter).

2. Students then think about which kitchen utensil they’d see themselves as. Have them
write it on a slip of paper without their name. No talking! Allow one minute.

3. Put the slips in a hat or bucket and then have students each pick out a slip to read aloud. The
class then guesses who may have written about the utensil in question and why.

4. Students unwilling to admit to authorship do not have to, but those willing to share can give
their reasons (e.g. ‘I chose ‘chopping board’ because I am resilient and reliable.’).

DISCUSSION SUGGESTIONS
• How easy/hard was it for people to think of themselves in terms of a utensil? Why was it easy/hard?

• Was it easy or difficult to attribute utensils to individuals? Why/why not? What does that say about the
individual? What does that say about the guesser?

• Every utensil has a purpose, whether it is used daily or rarely. Sometimes our own Sense of Purpose is
clear early on or every day, but sometimes it becomes apparent only in certain circumstances, such as ...
(brainstorm situations).

• Was your utensil’s purpose in any way similar to the way you see your own purpose in life? Is there another
device – not necessarily in the kitchen – that more closely reflects how you see your own purpose in life?

• Utensils don’t have moral codes, ethics, or desire to help other utensils. How are you different from the
utensil you selected? How do your values/beliefs/personal code shape what you do?

• How can you apply the skills used in this activity in your day-to-day life?

3F. Review Progress of Real-life Application

Commence a class discussion about your students’ progress on their chosen Real-life Application from the
Foundation Session (p.19).
It is important to ensure the discussion remains centred on Sense of Purpose.

31
32
 SUGGESTED PROGRAM – SESSION 4
Session 4

4A. Classroom Activity

(20+ minutes)

4B. Classroom Activity

(15+ minutes)

4C. Review Progress of Real-life

Application from Foundation Session
(5 minutes)

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 4A. Classroom Activity 6(16($%,/,7<

Review the two activity options following and choose the one most appropriate for your students:

OPTION 1: ‘Grumble Auction’

OPTION 2: ‘Two Cafes’

ACTIVITY: ‘GRUMBLE AUCTION’ (Option 1)

SUGGESTED PROGRAM – SESSION 4

TIME: 20+ minutes

SIZE: Large groups/whole of class
SPACE: No special requirements
RESOURCES: Paper, Grumble Cards (p.66 or SenseAbility CD), matchsticks or
play money, index cards, tape, pens

The aim is for students to consider their goals, and possible impediments to these goals.
The result should be fruitful discussion about problem-solving, goal setting, and perspective-taking.

1. Have a brief discussion about things that get in the way of our goals – e.g.
traffic can stop us getting to sports practice, rain can stop us mowing
the lawn, illness can stop us spending time with friends. How good
would it be to simply vanish such impediments from our lives?

2. Ask participants to consider a goal that has real meaning to them (e.g. starting
their own business, finishing a triathlon, playing music in front of a large
audience, giving a thousand dollars to charity). Have them write that goal
on an index card and tape it to the front of their shirt where all can see it.

3. Distribute even amounts of paper money/matchsticks to each student.

4. Introduce the Grumble Auction. You, the teacher, will be the auctioneer.
One-by-one a collection of impediments (like those mentioned in the
first step) will be presented for students to consider. Students are told
they must aim to bid on the ‘grumble’ they think will pose the greatest
stumbling block to the goal on their chest. Naturally, no one knows what
grumbles are coming up next, and so must ‘take a punt’ on which one will be best for
them; there are also some grumbles that affect everyone and these will be more hotly bid for.

5. The auction ends when all cards are bought or passed in.

DISCUSSION SUGGESTIONS
• What goals did you have? What grumbles did you buy? Why did you think those grumbles posed
obstacles to achieving your goals? Was the grumble you bought the greatest obstacle facing your goal? If
not, what do you think is?

• We can’t actually ‘buy off’ too many obstacles that face our goals in real life, but instead have to face and
deal with them. Brainstorm some effective strategies that we can use to deal with obstacles, e.g. time
management, being flexible, reprioritising, acceptance, setting milestones.

• Choose a few sample goals that students are willing to discuss. Using the whiteboard, have the class
come up with two parallel lists under each goal: ‘Obstacles’ (events that the class thinks could threaten the
achievement of the goal) and ‘Strategies’ (thoughts and actions that might help the student overcome their
obstacles and continue striving to achieve their goal).

• Discuss how you can apply these strategies in your everyday life.

34
4A. Classroom Activity (cont.) 6(16($%,/,7<

ACTIVITY: ‘TWO CAFES’ (Option 2)

TIME: 20+ minutes
SIZE: Small groups
SPACE: For small groups to work
RESOURCES: Pens, paper

SUGGESTED PROGRAM – SESSION 4

The aim is for students to use prioritising, problem-solving, and perspective-taking skills to reach a desired goal.
The result should be fruitful discussion about the thinking skills that help build and maintain a healthy
Sense of Purpose.
1. Break the class into small groups/teams.

2. Each team is the owner of a new cafe that will open in a month’s time. Every team’s cafe will be in the same
part of town. Give teams a minute to think up names for their cafes.

3. Have each team write a list of its objectives for their cafe. They can range from the obvious (e.g. make
money, stay in business) to the subtle (e.g. win dining awards, expand diners’ palates, create exciting new
cuisines). Have them highlight their top three goals.

4. Now have each team list the things that might threaten all their goals – these obstacles will vary widely, but will
doubtlessly include ‘competition’ from other teams’ cafes. Have teams highlight their top three obstacles.

5. Have each team consider and list short-, medium-, and long-term strategies to deal with their three key
obstacles. Are these solutions realistic? Affordable? Do they have the resources to implement them?

6. Now allow cafe teams to mingle with one another. Don’t fix an agenda for this, but allow them to pitch each
other their ideas and menus, and perhaps even to make ‘deals’ with one another (e.g. You stick to Greek
cuisine and we’ll stick to Asian).

7. Allow a couple of minutes for teams to revisit their goals/obstacles and then commence class discussion.

DISCUSSION SUGGESTIONS
• What did teams name their cafes? Why? What is your ‘signature’ or point of difference?

• What did teams decide were their key goals? (Consider listing on whiteboard.)

• What were their three chief obstacles? (Consider listing on whiteboard.)

• What were the three solutions to those threats? (Consider listing on whiteboard.)

• Did any of the goals, obstacles or solutions change after you mingled with the owners of other cafes?
Why/why not?

• How many teams considered treating other teams as allies instead of adversaries? How might this way of
thinking prove helpful?

• What thinking skills did you employ in this activity that you might be able to apply to other areas of your life?

35
 4B. Classroom Activity 6(16($%,/,7<

ACTIVITY: CAN WE FIX THIS?

TIME: 15+ minutes
SIZE: Individual work for class discussion
SPACE: No special requirements
RESOURCES: Pens/paper
SUGGESTED PROGRAM – SESSION 4

The aim is for students to apply aspects of what they have learned about Sense of Purpose to life outside the
classroom by providing strategies for the following senarios.
The result is that they should have the opportunity to enhance their own Sense of Purpose.

• Decide (bearing in mind time constraints) whether you want students to offer strategies for just one or all
three of the scenarios listed below.

• Consider the format in which you want your students to present their solution strategies. Maybe they
can simply work on paper in columns (e.g. headed ‘Problem’, ‘Goal’, ‘Thinking Strategies’, and ‘Action
Strategies’). Perhaps you might want them to present their solutions via role-play, ‘expert panels’, or by
creating ‘Self-Help’ advice sheets that encompass the scenario/s presented.

SCENARIO 1
Oliver is 18, and has just arrived in Peru to
commence the trip of his lifetime during
his ‘gap’ year between school and career.
However, he’s only been there three days
when he receives a phone call saying that
his aunt, to whom he is close, has fallen very
sick. It is clear that Oliver’s family thinks he
should cut short his holiday and come home.

SCENARIO 2
Ava is devastated. She has worked hard all
her school life at her studies, determined to
get a score that will allow her to study Law
at university … but she has just learned that
her score is a shade too low, and she won’t
be accepted into her University of choice.

SCENARIO 3
Charlie is in a black mood. For the last 18 months, he has been a diligent part-time worker at a fast food restaurant.
Finally, an opportunity has come up for him to be promoted out of the kitchen into a semi-managerial position that
offers better pay. He is very well qualified and would be great at it – he is even thinking of doing his apprenticeship
in hospitality. But instead, the job has been given to another worker that Charlie thinks is less experienced than him.

36
4C. Review Progress of Real-life Application 6(16($%,/,7<

Commence a class discussion about your students’ progress on their chosen Real-life Application from the
Foundation Session (p.19). It is important to ensure the discussion remains centred on Sense of Purpose.

SUGGESTED PROGRAM – SESSION 4

37
38
 SUGGESTED PROGRAM – SESSION 5
Session 5

5A. Classroom Activity

(15+ minutes)
5B. Review Outcomes of Real-life
Application from Foundation Session
(10+ minutes)
5C. Review of Understanding
(10+ minutes)
5D. Distribute Hand-out
(5 minutes)

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 5A. Classroom Activity 6(16($%,/,7<

ACTIVITY: ‘IN SUMMARY’

TIME: 15+ minutes
SIZE: Individuals
SPACE: Room for individuals to work
RESOURCES: Paper, pens
SUGGESTED PROGRAM – SESSION 5

The aim is for students to bring to mind things that add value and meaning to their lives.

The result should be discussion about the many facets that make up a solid and resilient Sense of Purpose.
NB: This is a deceptively simple activity that is worth revisiting as students’ understanding of the value of
Sense of Purpose deepens.

1. Create a calm, introspective mood.

2. Write up the Chinese proverb: ‘The journey is the reward.’
Discuss how this can mean it is good to have goals, but the
way those goals are reached (rather than reaching or not
reaching them) is often what shapes and satisfies a person.
3. Ask students to think about themselves as they are at this point in
time: studying at school, maybe working a part-time job, possibly with
commitments at home (e.g. looking after a brother or sister, helping
with chores), and trying to balance all those with sport, friendships
and leisure. What do they enjoy most? What do they value? What
activities give them a real sense of achievement? What events do they
look forward to every week? What people, things and thoughts inspire
them? What personal code, or ethical rules, do they believe in and
live by? Ask them to jot down these thoughts as they occur to them.
4. Now ask students to picture themselves in five years’ time. Where are
they? What are they doing? Are they working or studying in a field
that draws on their interests? Are they being challenged? Having fun?
Making money? Feeling fulfilled? Making a difference to someone
else? How have they changed from the person they were five years
ago, sitting in a classroom, thinking about the future? What happened
to them on the journey to get there? Were their beliefs and personal
codes tested? Strengthened? Ask students to jot down their thoughts.
5. Ask students to think up one word that sums up where they want to be in five years’ time. Examples
might include happy, fulfilled, respected, generous, valued, understood, satisfied, and energised.

DISCUSSION SUGGESTIONS
• Ask students willing to do so to share their jottings with the rest of the class.

• Sense of Purpose is a very individual thing. How did your values (i.e. the things you find important) inform
your thoughts on where you would be in five years’ time?

• Did anyone find it difficult to picture things you enjoy doing now? Why might that be? What steps could
you take to help find more meaning in your everyday life?

• Did anyone find it difficult to imagine where you’d be in five years? Why might that be? What mental
obstacles did you find your imagination came up against? What strategies could you employ to move (or
move around) those obstacles?

• Discuss the importance of flexibility and how our Sense of Purpose can change over time; it adjusts as we
grow, learn, and experience life.

40
5B. Review Outcomes of Real-life Application 6(16($%,/,7<

In the 5-Session Delivery, this is your final Sense of Purpose session, so it is important to commence a class
discussion to review what your students got out of the Real-life Application from the Foundation Session (p.19). This
is a valuable opportunity for them to bring to mind how important their Sense of Purpose is in their everyday lives.

DISCUSSION SUGGESTIONS

SUGGESTED PROGRAM – SESSION 5

• Was your activity a success or not? How do you • Did you learn anything new about yourself through
qualify ‘success’? What good things came out of it? this activity? Did you discover any parts of yourself
Good in what way? that were more resilient than you expected? Did
you discover parts of yourself that benefited from
• Which of the Sense of Purpose themes (dealing and were enhanced by the activity? Which?
with uncertainty, goals & planning, drive &
determination, and values) did you find yourself • What thinking skills do you think were most
exercising? In what way? important in this activity, and why?

• Did the activity add any meaning to your life, 1) as • How can you apply what you have learnt here in
you were planning it, 2) as you were doing it, and/or your own life?
3) now you have completed it? In what way/s?

• Do you think your efforts added meaning to other

people’s lives? Whose? In what way? What does
this make you think and feel?

5C. Review of Understanding

This is your chance to evaluate whether your students
can demonstrate a solid understanding about the
importance of Sense of Purpose in their lives.
To assist in this, use the seven Module Goals as a checklist.
Can your students:

1. DEFINE Sense of Purpose?

2. UNDERSTAND what a Sense of Purpose provides them with?
3. IDENTIFY the key features of Sense of Purpose?
4. IDENTIFY aspects of Sense of Purpose within themselves and
how important the sense is in their own lives?
5. RECOGNISE how strong their own Sense of Purpose is, and
their capacity to enhance it?
6. UNDERSTAND that their thoughts about events – not the
events themselves – affect their feelings and behaviours, and
they have the ability to change those thoughts?
7. PRACTISE and APPLY their understanding and knowledge about Sense of Purpose in real life?

There are many ways you may choose to do this, including a written evaluation (e.g. a short creative essay or
quiz), class discussion or even role-play.

Now is also an excellent time to brainstorm as a class ways that your students may be able to enhance their own
Sense of Purpose.

If you feel your students require more work simply:

• select other activities you haven’t already done using the Classroom Activities Guide (p.51);
• select and discuss other Suggested Texts (p.48) or Films/TV Programs (p.49)
• find/create your own activities and discussion references to help build understanding about Sense of Purpose.

41
 5D. Distribute Hand-out 6(16($%,/,7<

A hand-out summarising Sense of Purpose is included as a photocopiable page in the Activities & Resources
section (p.57) and in PDF on the SenseAbility CD.

1. Distribute one per student.

2. Consider a closing discussion about seeking help and the places where someone struggling with their
Sense of Purpose might find help (e.g. trusted friends and family, school counsellor, medical professionals,
Kids Helpline, Lifeline).
SUGGESTED PROGRAM – SESSION 5

42
 Flexible

FLEXIBLE DELIVERY
Delivery

REMINDER
Ensure you have delivered
the Foundation Session (p.13)
before continuing
ONGOING SESSIONS
A. Review Progress of Real-
life Application from the
Foundation Session
B. Select/Create Classroom
Activities and Lead
Discussion
FINAL SESSION
C. Review Outcomes of Real-
life Application from the
Foundation Session
D. Review of Understanding
E. Distribute Hand-out (p.57)

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 How Many Sessions? 6(16($%,/,7<

It is up to you how many sessions you now devote to completing the delivery of Sense of Purpose.
You are the best judge of when your students have fulfilled the following seven module goals:

1. DEFINE Sense of Purpose.

2. UNDERSTAND what a Sense of Purpose provides them with.

3. IDENTIFY the key features of Sense of Purpose.

4. IDENTIFY aspects of the Sense within themselves and how it impacts their own lives.

5. RECOGNISE how strong their own Sense of Purpose is, and their capacity to enhance it.

6. UNDERSTAND that their thoughts about events – not the events themselves – affect their feelings and
behaviours, and that they have the ability to change those thoughts.

7. PRACTISE and APPLY their understanding and knowledge about Sense of Purpose in real life.

RECOMMENDATIONS
FLEXIBLE DELIVERY

In each ongoing session:

• Review progress of the chosen Real-life Application commenced in the Foundation Session (p.19)
• Select/create classroom activities and lead discussion.

In the final session:

• Review understanding about Sense of Purpose
• Review outcomes of the Real-life Application commenced in the Foundation Session (p.19)
• Distribute Hand-out (p.57).

A. Review Progress of Real-life Application

Each session, you should make time for students to discuss their progress on their chosen Real-life Application from
the Foundation Session (p.19) – either the volunteering effort, the charity event, or another activity you have chosen
or created.
It is important to ensure the discussion remains centred on Sense of Purpose.

DISCUSSION SUGGESTIONS
• What institution did you decide shall benefit from your efforts? What criteria did you use to make this
decision? How do those criteria reflect your own values?
• How are you going to fit this effort into your present life schedule? What skills are you employing in
terms of goal setting and planning?
• What do you hope to get out of this activity? What
is the nature of the reward for you? In what ways
might it give meaning or add value to your life?
• In what ways might your efforts give meaning
or add value to other people’s lives?
• What skills are you exercising that you think
will be useful in other parts of your life?

44
B. Select/Create Classroom Activities 6(16($%,/,7<

Choose and facilitate activities and discussions that you think will help deliver a sound understanding about
Sense of Purpose and its importance in day-to-day life.
You can:

Choose from activities supplied in this module:

• Suggested Texts (p.48)
• Suggested Film/TV Programs (p.49)
• Real-life Applications (p.50)
• Classroom Activities (see Guide p.51)

And/Or

Find or create your own classroom activities, develop

your own real-life applications, and decide appropriate
text, film or television references that students are
already using or you are already familiar with.

Remember: the activities and references are only catalysts: the real learning benefits come through rewarding
class discussion where students can hear other perspectives and relate and apply new knowledge to their own

FLEXIBLE DELIVERY
lives and experiences.

C. Review Outcomes of Real-life Application

Final Sense of Purpose Session

In a class discussion, review what your students learned from the Real-life Application from the Foundation
Session (p.19). This is a valuable opportunity for students to consider the importance of Sense of Purpose in their
everyday lives.

DISCUSSION SUGGESTIONS
• Was your activity a success or not? How do you qualify ‘success’? What good things came out of it? Good
in what way?

• Which of the Sense of Purpose themes (dealing with uncertainty, goals & planning, drive & determination
and values) did you find yourself exercising? In what way?

• Did the activity add any meaning to your life, 1) as you were planning it; 2) as you were doing it; and/or 3)
now you have completed it? In what way/s?

• Do you think your efforts added meaning to other people’s lives? Whose? In what way? What does this
make you think and feel?

• Did you learn anything new about yourself through this activity? Did you discover any parts of yourself that
were more resilient than you expected? Did you discover parts of yourself that benefited from and were
enhanced by the activity? Which?

• What thinking skills do you think were most important in this activity, and why?

• How can you apply what you have learnt here in your own life?

45
 D. Review of Understanding 6(16($%,/,7<

Evaluate whether your students can demonstrate a solid understanding about the importance of Sense of Purpose.

Can your students:

1. DEFINE Sense of Purpose?

2. UNDERSTAND what a Sense of Purpose provides them with?

3. IDENTIFY the key features of Sense of Purpose?

4. IDENTIFY aspects of Sense of Purpose within themselves and how important the sense is in their own lives?

5. RECOGNISE how strong their own Sense of Purpose is, and their capacity to enhance it?

6. UNDERSTAND that their thoughts about events – not the events themselves – affect their
feelings and behaviours, and they have the ability to change those thoughts?

7. PRACTISE and APPLY their understanding and knowledge about Sense of Purpose in real life?
FLEXIBLE DELIVERY

There are many ways you may choose to do this, including:

• short creative essay or quiz
• class discussion
• role-play.

Now is also an excellent time to brainstorm as a class some ways that your students think they may be able to
enhance their own Sense of Purpose.

If you feel your students haven’t met one or more of the Module Goals, consider conducting more activities and
discussion to help build and reinforce their understanding of Sense of Purpose.

E. Distribute Hand-out

A hand-out summarising Sense of Purpose is included

as a photocopiable page in the Activities & Resources
section (p.57) and in PDF on the SenseAbility CD.

1. Distribute one per student.

2. Consider a closing discussion about seeking help and the places

where someone struggling with their Sense of Purpose might
find such help (e.g. trusted friends and adults, school counsellor,
medical professionals, Lifeline, Kids Helpline).

46
 REFERENCES & GUIDES
References
& Guides

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48
SUGGESTED TEXTS
The Diary of a Young Girl Long Walk to Freedom
TITLE Coraline (2002) Enders Game (1985) Schindler’s Ark (1982)
(1947) (1994)

AUTHOR Neil Gaiman Anne Frank Orson Scott Card Nelson Mandela Thomas Keneally

SUITABILITY All All (girls especially) All Senior (≈15–18 y.o.) Senior (≈15–18 y.o.)

SYNOPSIS (fiction) (autobiography) (fiction) (autobiography) (based on true story)

A headstrong girl, bored at Written by a Dutch Jewish Mankind is imperilled by The story of a Chieftain’s Entrepreneur and Nazi Party
home, discovers a secret teenager in a warehouse in attacks from alien creatures. son who became a lawyer, member Oskar Schindler
passage into a parallel Amsterdam, where she, her Children – including ‘Ender’ was jailed for 27 years for becomes an unlikely hero
world dominated by her family, and Jewish friends Wiggin – are selected at a his anti-apartheid actions, when he devotes his efforts
‘other mother’ who seeks to are hiding from the Nazis. young age for their potential and became President of (and fortune) to saving Jews
Suggested Texts

imprison Coraline and keep Frank died in Bergen-Belsen as fighters against the South Africa and winner of from the death camps.
her for herself. concentration camp. menace. the Nobel Peace Prize.

POSSIBLE • What are Coraline’s goals • What overarching belief • Wiggin is ostracised • Would you describe • Schindler was a drinker,
at the start of the book? does Frank hold? How for his achievements the young Mandela as womaniser and venal
DISCUSSION does this belief help her
How do they change, and at Battle School. How a driven/determined businessman – why did
POINTS why? through her (sometimes great an obstacle does person? How did that his values change so
dark) days? that pose? What helps show? radically?
• Even though Coraline’s • Frank dreamt of becoming him overcome the ill-
goals change through the an actress. How did she • How did Mandela’s • How would you describe
treatment?
book, her values do not. accept the fact that this actions reflect the values the Sense of Purpose that
What are Coraline’s core dream would not come • How would you that he held? Hitler et al. showed in the
values and beliefs? How true? characterise Wiggin’s policy of judenfrei? What
• What was Mandela’s
do they reflect her Sense • How did Frank find goal? Does he lose sight does this say about Sense
overriding goal for the
of Purpose? meaning in small actions of it? How does he keep of Purpose and values?
best part of 50 years?
and simple events during it in mind?
• Would you describe Why do you think that • Did Schindler set out to
her confinement? How
Coraline as determined? did these reflect her • Do Wiggin’s values sustained him through save as many Jews as
Is this a good thing? fundamental values and remain static throughout years of struggle and possible? How did his
How does this help her beliefs? the book, or do they incarceration? Sense of Purpose alter as
overcome obstacles? • The Franks were change as he learns new events unfolded?
• How did Mandela feed his
supported by some things and meets new
• What allies does Coraline Sense of Purpose while • Schindler risked a great
of Otto’s most trusted people and creatures?
have in the ‘other’ world? behind bars? deal for something that
employees as they hid. Does his Sense of
Why are they important? gave his life real meaning.
How important is support Purpose change? • Why is support so
Can you think of some/any
• Are you like Coraline and understanding to important to a strong
achieving goals? Who • Wiggin was chosen for people who sacrifice a lot
in any ways? What Sense of Purpose? Who
supports you/your goals? his raw talents, but what to achieve their goals?
characteristics of hers do you think supports
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proved his greatest asset

do you have or admire? • How easy is it for you to you in your goals?
find meaning in your life? on his journey?
How do they show?
Why/why not?

NB: Teachers should review suggested texts for suitability before use. You should feel free to use different texts that you think are more suited to your students’ needs or current study streams.
 The Shawshank The Pursuit of Happyness
TITLE Finding Nemo (2003) Black Adder 3 (1987) Slumdog Millionaire (2008)
Redemption (1994) (2006)

FORMAT Feature Film TV Sitcom Feature Film Feature Film Feature Film

SUITABILITY (G) All (PG) All Senior (≈15–18 y.o.) Senior (≈15–18 y.o.) Senior (≈15–18 y.o.)

SYNOPSIS A baby clownfish is Edmund Blackadder is butler Young Jamal endures Andy Dusfrene is wrongly A salesman struggling to
separated from his father to the dopey Prince Regent. extreme hardship on his sent to Shawshank, a hard make ends meet embarks on
and must find his way home Despite his lot in life, determined journey to prison, for the murder a life-changing quest to rise
past many dangers with Blackadder is determined to escape the slums of Mumbai, of his wife. Andy meets above significant challenges
help from a collection of use his wiles to rise above and eventually finds himself Red, a ‘lifer’, and their and create a better life for his
new friends. his station and get what he able to capitalise on his friendship sustains Andy as young son.
thinks he deserves. hard-won life lessons on a TV he embarks on a quest for
game show. freedom.

POSSIBLE • How do Nemo and his • What is the overarching • What qualities does • Andy sees and • What motivates Chris
father accomplish their motivation for Jamal demonstrate experiences terrible Gardner to seek an
DISCUSSION
goals? What qualities Blackadder’s actions? Is through the movie? Do suffering and violence opportunity with a
POINTS stand by them on their this a good or bad goal? you admire them? Which at Shawshank, mostly stockbroking firm? Does
journeys? Why/why not? Why does do you identify with and thanks to Warden Norton. this motivation change?
it so often come unstuck? why? Did this quell or inflame Why/why not?
Suggested Films/TV Programs

• Do Nemo or his father

• Blackadder’s single- Andy’s desire to escape?
ever give up? What • Jamal faces one of his • How does Chris keep his
mindedness often blinds Why?
inspires them to continue greatest obstacles when hopes alive despite the
on their quests? him to virtues in others, he is accused of cheating. • What keeps Andy’s hope grueling times he and
or to vices in himself. Does this impact on his and goal alive in his Christopher face during
• What new things does Could he be happier if goal? What steps does mind? his training period?
Nemo learn about himself he looked at things from he take to overcome this
on his journey? Do these a different perspective? • Andy and Red become • What obstacles force
obstacle?
new things reinforce his How and why? great friends. Does Andy Chris to question whether
Sense of Purpose? How? • How does Jamal deal always take Red’s advice? or not he should give up?
• Blackadder often has to with uncertainty on his What if he had? How does he overcome
• Who or what inspires you employ the assistance
journey? What sustains those obstacles?
to accomplish your goals? of other people in his • How does Andy’s spirit
him?
schemes. How does he go and value system affect • Does Chris receive any
• Have you ever needed
about seeking/getting their • How does Jamal’s key other inmates, especially help on his journey? From
help when trying to
help? Is this an effective goal reflect his values? Red? whom? How does he get
accomplish something?
strategy? Why/why not? How were those values it?
Why is it so important • Have you met anyone
shaped? How and why
that we become adept at • Blackadder is let down by who inspired you, or • Chris and Christopher add
do his values vary from
knowing when to ask for his personality, not his changed your life? If not, meaning to each other’s
his brother’s?
help? goals. Do you share any of who would you like to lives. Who motivates you,
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Blackadder’s better values meet, and why? or adds meaning to your

and qualities? Which? life?

NB: Teachers should view suggested films and television episodes for suitability before use. Choose and view an excerpt from the feature or episode unless time permits full viewing.

49
SUGGESTED FILMS/TV PROGRAMS
50
REAL-LIFE APPLICATIONS
TITLE Around the Wall Research Subject Purposeful Interview Time Donation Charity Event

TIME SPAN <one hour >one hour >two hours >two hours >five hours

GROUP SIZE Pairs Individuals Individuals Small Groups Large Group/s

ACTIVITY In this speculative exercise, Students choose someone In their own time, students Small groups of two to The group/s (this can be
students separately decide well-known who they should interview someone four students decide on an a whole-of-class project)
on a goal that they would respect. They then research they know (or know of) organisation they would like must organise a fund-
really like to achieve in the that person and map about their Sense of to donate time to. It might raising event to benefit
next five years. This goal that individual’s Sense of Purpose. The subject might be donating time cleaning a charity that students
might be in any domain: Purpose in the four domains be a local war veteran, a up a nearby parkland, choose.
school/career, family, explored in ‘Mapping family friend, an artist, a reading to the elderly at Students must pick the kind
relationships, community, Meaning in Your Life’ (p.17): charity worker… it is up an aged-care institution, or
recreation, etc. Now have of event (concert, auction,
Family/Personal; Work/ to the student. Students collecting tinned food for raffle, walk-a-thon, etc.)
them imagine a truly huge Career; Social. The person must compile questions the local animal shelter. and gain all appropriate
obstacle to that goal –
is doubtlessly well-known about how the subject’s The organisation and permissions. They must
possibly a financial, health,
Real-life Applications

for achievements in one of Sense of Purpose helped activity selected by also decide how the funds
relationship, or skill-based
obstacle. Students now those domains, but students them through their life or each group must reflect raised will be presented to
work together to brainstorm should be encouraged to to achieve a certain goal. the values held by the the charity selected.
a way around that obstacle, map meaning in the other Students present their students in it. Students are
or to come up with equally domains as thoroughly as findings as an essay or encouraged to organise all
satisfying alternative goals. possible. perhaps as a talk to the rest permissions.
of the class.

POSSIBLE • Did you have any trouble • Did you make any • What did you learn from • How did you decide • Was your event a
choosing a goal? If so, surprising discoveries your subject about their which organisation would success? Why/why not?
DISCUSSION why was that? What about your subject’s Sense of Purpose that benefit from your time?
POINTS What does this say about • How did the group’s
mental hurdles stood in Sense of Purpose? surprised you?
your values? purpose affect your
your way, and how can
• Did your subject’s values • What sacrifices did the individual Sense of
you overcome those? • What did donating your
inform his/her actions in subject make in order Purpose and vice-versa?
time make you think and
• How easy/difficult was it all four domains? to try and achieve his/
feel? What did it make • Did the event add
to think up an obstacle to her goal? Did they think
• Did your subject set people at the organisation meaning to your life? Did
that goal? Is it a problem they were worth it?
goals in all, some, or just think and feel? its results add meaning
you’ve considered before?
one of the domains? • What qualities did your • Do you think you to other people’s lives?
• How did you feel having subject have and display? might have made a What did that make you
• What aspects of your
a partner to help you Which of those do you difference in the lives of think and feel?
subject’s Sense of
brainstorm solutions? admire most and why? people affected by your
Purpose do you admire? • What thinking skills
Was the process effective? donation?
• What important things did you learn/exercise
• What aspects of their • What thinking skills did
• Why is it important to did your interview during this activity?
Sense of Purpose do you you find necessary when
have help around you reinforce for you?
6(16($%,/,7<

think they could have planning the activity?

when you are working
changed? Why? Will these be valuable in
towards important goals?
later life? When? Why?

NB : Teachers should feel free to adapt these activities or to create their own new ones.
Classroom Activities Guide 6(16($%,/,7<

AGE SIZE TIME THEME RESOURCES*

Included in Resource Pages

Dealing with Uncertainty
Drive & Determination
Senior (≈15–18 y.o.)
Junior (≈12–14 y.o.)

Goals and Planning

Teacher to Source
None Required
For Individuals
PAGE

For Groups

CLASSROOM ACTIVITIES GUIDE

5–15 min.

15+ min.
1–5 min.

Values
ACTIVITY
All

NAME
Can We Fix This? 60
• • • •
Compose A Poem 61
• • • • •
Diminishing
Returns
63
• • • • •
Do I Need Help? 64
• • • • •
Grumble Auction 65
• • • • •
Hard Choices 67
• • • • •
Heart of the Home 69
• • • • •
Holidays are
Horrid
70
• • • • • •
I’ll Cope 72
• • • • •
In Summary 74
• • • • •
Interferometrically 75
• • • • •
Noise in the Night 76
• • • • •
Slam Dunk 77
• • • • •
That Changed My
Life
78
• • • • •
Towers 80
• • • • •
Two Cafes 82
• • • • •
What A Great Guy 83
• • • • •
The Word Thief 84
• • • • •
* Note that items common to classrooms (e.g. wall clock, pens, paper, whiteboard) are assumed to be available.

51
52
 DELIVERING SENSEABILITY
Delivering
SenseAbility

6(16($%,/,7<
 Delivering SenseAbility 6(16($%,/,7<

Delivering Several Modules

Across a Term
If you have decided to deliver more than one
SenseAbility module to your students, you may wish to
fit those modules into a 10-week term block.
There are two recommended models for delivering
multiple modules over a term:

Option 1: Delivering three Sense modules

(e.g. Sense of Belonging, Sense of Control, and
Sense of Future) in three x 45 minute (or longer)
DELIVERING SENSEABILITY

sessions with a final review session at the end.

Option 2: Delivering two Sense modules (e.g. Sense of

Belonging and Sense of Control) in five x 45 minute (or
longer) sessions.

Delivery Suggestions for a 10-Week / 10-Session Block

45+ minute
SESSION 1 2 3 4 5 6 7 8 9 10

Option 1 Sense One Sense Two Sense Three Review

Option 2 Sense One Sense Two

If you believe your students would benefit from learning about and exercising Essential Skills, then you can
replace one of the Sense modules with Units from the Essential Skills Module. If you wish to deliver more than
three SenseAbility modules, you can simply run two or more 10-session blocks over two or more terms.

Which Modules When?

The relevance of the information and skills explored in this and
other Sense modules may change for your students depending
on their age and on the challenges they are facing at particular
times of the school year.

For instance, during transitional periods like moving from

primary to secondary school, Senses of Self-worth, Control,
and Belonging are especially important. For students midway
through secondary school who are faced with having to choose
elective subjects, Senses of Purpose, Control, and Future may
seem more keenly relevant to their situation.

You are the best judge of which Senses will be of most benefit
to your students, bearing in mind considerations like cultural
backgrounds, literacy levels, and gender. However, here
are some suggestions for ordering or prioritising the sense
modules:

JUNIOR SECONDARY (≈12–14 years)

Self-worth; Belonging; Control; Purpose; Future; Humour
SENIOR SECONDARY (≈15–18 years)
Purpose; Future; Control; Humour; Self-worth; Belonging

The Essential Skills Module can fit in with any module/s, and
you should evaluate the need for it regularly.

54
 ACTIVITIES & RESOURCES
Activities &
Resources

6(16($%,/,7<
56
Sense of Purpose
What is it? Why is Having a Sense of
Your Sense of Purpose is shaped by things you
believe in and value ­– your own personal code of
Purpose So Important?
Sense of Purpose (or meaning) is the motivation
behaviour. Sense of Purpose helps you live by those
that drives you toward a satisfying future. It also
values. These might include things like:
helps you to get the most from the things you do
• being a good friend
and achieve – large and small – right now.
• helping others
• keeping healthy Sense of Purpose helps you:
• improving the community • prioritise your life
• looking after your family
• make plans
• experiencing the world by travelling.
• get the drive to keep going when things get tough
• identify things that truly count if circumstances change
•
Big or Small? become more resilient as you grow
• It helps you focus on short-term goals like:
Some people know from an early age exactly what they
want to be in life. Some don’t know till much later in life, ·· getting homework done
and that’s okay, too. Your Sense of Purpose can change ·· looking after a brother or sister
as you grow older, as you learn new things about the ·· getting into school soccer team
world and about yourself, and as you meet new people and long-term goals like:
and experience new things. What is important is being ·· working as a volunteer overseas
able to identify the things that matter to you. ·· getting a trade apprenticeship or going to university
·· starting a family
Sense of Purpose reflects:
Helpful When Things Go Wrong • Things that give you meaning, security and pleasure like:
·· comfort
It is important to know that Sense of Purpose not only helps
·· family
you to find and do things that add meaning to your life, it
·· financial stability
also helps when things go wrong. Sometimes life presents
·· laughter
unforeseen events – like sickness or accidents – and
·· health
sometimes, despite trying hard, you mightn’t achieve what
you strived for. A healthy Sense of Purpose helps you to put • Qualities you respect in yourself and others like:
those events in perspective, to refocus on the things that ·· honesty
are meaningful to you, and to move ahead and enjoy life. ·· generosity
·· fairness
·· respect

What if I’m Struggling with My Sense of Purpose?

Setbacks and challenges are tough for everyone, even for those with a strong Sense of
Purpose. However, someone struggling with their Sense of Purpose should consider:

WEBSITES HELPLINES ONLINE COUNSELLING

www.youthbeyondblue.com Youthbeyondblue: 1300 22 4636 www.kidshelp.com.au
www.lifeline.org.au Kids Helpline: 1800 55 1800
www.sane.org Lifeline: 13 11 14
www.reachout.com Sane Australia: 1800 18 7263
www.headspace.org.au
www.somazone.com.au
www.inspire.org.au 6(16($%,/,7<
 Activities Model
A-B-C-D & Resourses
— Sense of Purpose 6(16($%,/,7<
ACTION
Copy/print onto overhead transparency or use as data file for projection during class discussion.

Sense of Purpose

When an event (A) happens, it is our thoughts and interpretations (B) of the event, and
not the event itself, that lead us to experience certain emotions and feelings (C), and to
act or react in particular ways (D).
ANTECEDENTS BELIEFS CONSEQUENCES DO
Event/Situation Thoughts Feelings Actions

A B C D
Joanne doesn’t get D Joanne resolves never
picked for the school
Volleyball DEVASTATES to play volleyball again.
is everything! My AD
volleyball team. life is over.
DEFLATED

Joanne doesn’t get That’s Joanne joins a social

so disappointing A BIT DETERMINED
picked for the school SAD volleyball team to
volleyball team. – there must be improve her skills.
reasons I wasn’t OKAY
chosen.

,,

58
 Blank A-B-C-D Model 6(16($%,/,7<
ACTION
Copy/print onto overhead transparency or use as data file for projection during class discussion.

Sense of future

When an event (A) happens, it is our thoughts and interpretations (B) of the event, and
not the event itself, that lead us to experience certain emotions and feelings (C), and to
act or react in particular ways (D).
ANTECEDENTS BELIEFS CONSEQUENCES DO
Event/Situation Thoughts Feelings Actions

A B C D

59
 Can We Fix This? 6(16($%,/,7<

ACTIVITY: ‘CAN WE FIX THIS?’

TIME: 15+ minutes
SIZE: Individuals
SPACE: No special requirements
RESOURCES: Pens/paper

The aim is for students to apply aspects of what they have learned about Sense of Purpose to life outside the
classroom by providing strategies for the following senarios.
The result is that they should have the opportunity to enhance their own Sense of Purpose.

• Decide (bearing in mind time constraints) whether you want students to offer strategies for just one or all
three of the scenarios listed below.

• Consider the format in which you want your students to present their solution strategies. Maybe they
can simply work on paper in columns (e.g. headed ‘Problem’, ‘Goal’, ‘Thinking Strategies’, and ‘Action
Strategies’). Perhaps you might want them to present their solutions via role-play, ‘expert panels’, or by
creating ‘Self-Help’ advice sheets that encompass the scenario/s presented.

SCENARIO 1
Oliver is 18, and has just arrived in Peru to commence the trip of his lifetime during his ‘gap’ year
between school and career. However, he’s only been there three days when he receives a phone call
saying that his aunt, to whom he is close, has fallen very sick. It is clear that Oliver’s family thinks he
should cut short his holiday and come home.

SCENARIO 2
Ava is devastated. She has worked hard all her school life at her studies, determined to get a score that
will allow her to study Law at University … but she has just learned that her score is a shade too low, and
she won’t be accepted into her university of choice.

SCENARIO 3
Charlie is in a black mood. For the last 18 months, he has been a diligent part-time worker at a fast food
restaurant. Finally, an opportunity has come up for him to be promoted out of the kitchen into a semi-
managerial position that offers better pay. He is very well qualified and would be great at it – so much
so that he is thinking of doing his apprenticeship in hospitality. But instead, the job has been given to
another worker that Charlie thinks is less experienced than him.

60
Compose a Poem 6(16($%,/,7<

ACTIVITY: ‘COMPOSE A POEM’

TIME: 5–10 minutes
SIZE: Whole of class
SPACE: No special requirements
RESOURCES: A-B-C-D Model (p.58 or SenseAbility CD)

The aim is to allow students to experience a situation where their thoughts about an event affect their feelings.
The result should be that students understand that they can control the way they think about events and so
exercise some control over their emotional responses. The activity should also highlight the link between
thoughts and feelings, and show how our thoughts have the power to increase or decrease our personal stress.

1. Tell your students that, to set the tone for Sense of Purpose, everyone in the class is to compose a poem listing
six things that give their lives meaning. You (the teacher) say you will randomly pick four people from the class to
stand up the front to read their poem.*

2. Explain that everyone has five minutes to start thinking about their six things and their poem. Students are NOT
to talk with their classmates in this time.

3. Pretend to be busy with notes/work but try to observe your students’ reactions.

4. After one minute has elapsed, stop your students (no one will be making up any poems; this was an experiment
to gauge students’ responses to a specific event, but do not tell the class this yet).

5. Commence class discussion using the tables below.

LIST STUDENTS’ RESPONSES

6. On the board draw up a five-column table. Label the first column ‘A: Event’ and write beneath
it the only entry for that column: ‘Asked to recite own poem in front of the class’

A: Event

Asked to recite
own poem in front
of the class

7. Label the third and fourth columns ‘Emotions’ and ‘Bodily Symptoms’ under the broader title ‘C: Feelings’.
Ask students: What were you feeling during the preparation time (e.g. anxious, excited, angry, unconcerned)?
What was happening to your body (e.g. increased heart rate, sweaty palms, tense muscles)? Write the
various answers in columns three and four.

8. Label the fifth column ‘D: Behaviour’ and ask those same students: What were you doing during the minute
(e.g. fidgeting, looking around at friends/others, avoiding eye contact with the teacher)? Write responses in
column five.

9. Label the second column ‘B: Thoughts’ and ask the same students: What was going through your mind when
you were told that you might have to stand up and compose a poem (e.g. ‘I’ll make a fool of myself’, ‘This is
unfair’, ‘This is exciting!’, ‘I’ll die of embarrassment’, ‘I’m good at poetry’)? Write responses in column two.

* You can substitute another activity for this, so long as it is likely to evoke a wide range of reactions in your students.

(cont.)
61
 Compose a Poem (cont.) 6(16($%,/,7<

EXAMPLE RESPONSES:

A:Event B:Thoughts C: Feelings D: Behaviour

Emotions Bodily Symptoms

I'll make a fool Anxious Sweaty Look to friends

of myself Embarrassed Churning Fidget

Pale Look down

Apprehensive
Asked to recite Don't pick me! Knotted stomach Avoid teacher
own poem in front
ofthe class
Angry Flushed
This is stupid/ Glare at teacher
Annoyed Clenched jaw
unfair Protest

Calm Alert muscles Work on poem

I'm good at poetry
A bit excited Heart rate up Preparation

10. The table now completed, discuss how there were some very different reactions among the class to the same event.

11. You can now explain this was an experiment to gauge student’s responses to a specific event.

12. Project the A-B-C-D Model as an OHT or give students a printed copy and explain how people can think differently
about the same event and consequently have different feelings and actions. In other words, it is not the event but
your interpretation of the event that leads to emotions and behaviours; you can change your feelings by changing
your thinking. Therefore, challenging unhelpful thoughts and generating alternative, helpful ways to think is an
important way to help manage stress and curb unhelpful emotional reactions.

DISCUSSION SUGGESTIONS
• Highlight that a whole raft of different responses – anger, nervousness, excitement – all resulted from the one
common event. What caused you all to feel and act in different ways was how you each thought about the event.
• Brainstorm some thoughts that might challenge unhelpful self-talk for this activity (e.g. ‘Maybe I’ll actually
come up with something good’ or ‘At least I’m not the only one, we’re all in the same boat’). What feelings
might these more helpful thoughts have resulted in?
• Brainstorm some other real life instances where people might have a variety of reactions to the same event.
Try to predict the likely feelings and actions that result from various ways of thinking. Which thoughts would
be helpful and which would be unhelpful to the situation? Which thoughts would most beneficial to the
person’s overall goal (e.g. to be happy, to do a good job)?
• Quickly brainstorm a list of events that have the potential for you to feel stressed and may deter you from
persisting (e.g. stumbling in front of peers, asking someone for a date, trying out for a sports team). But
remember the amount of stress and anxiety you feel is linked directly to how you think about the event. So,
changing the way you think is the most effective way to control your feelings and actions, and thus reduce
stress and anxiety. Unhelpful thoughts have the potential to stop us finding things that give meaning to our
life, or prevent us coping with life challenges that might threaten our current or future plans.
• If any student has composed a poem they would like to share now is a good time to do so.

62
Diminishing Returns 6(16($%,/,7<

ACTIVITY: ‘DIMINISHING RETURNS’

TIME: 10–15 minutes
SIZE: Large groups
SPACE: Sports hall, outdoors
RESOURCES: Two buckets, tokens

The aim is to place students in a situation where achieving a simple goal becomes increasingly difficult.
The result should be fruitful discussion about how your Sense of Purpose can change, and how it can become
even more important as situations become more demanding.

NB: This is a good warm-up activity to expend excess energy before commencing thoughtful discussion about
Sense of Purpose.

1. Define the playing area: one end is the Miser’s Yard. Place a bucket there containing 8–12 tokens (preferably
not balls which can roll); these are the Miser’s money. At the other end is the ‘Home’ of the players, where
you place the other bucket. Somewhere halfway between the two buckets is a ‘safe’ line.

2. Choose one student to play the Miser. His/her task is to protect the money.

3. The other students are Home players; their task is to get their hands on the Miser’s money and get it ‘Home’
to their bucket.

4. The ‘safe’ line defines the Miser’s Yard from the Home Yard. If Home players are tagged by the Miser in the
Miser’s yard, they become Misers, too.

5. The winner is either the Miser team, which will have tagged all the players, or the Home side, which must
have succeeded in retrieving all the Miser’s money.

DISCUSSION SUGGESTIONS
• Note up-front that neither thievery nor miserliness are particularly admirable traits, and this is just a game to
prompt discussion.

• Did everybody’s goal seem clear at the start of the game? How did things change for you as the game
progressed? Particularly, how did the game change for 1) the Miser once he/she got help, and 2) for Home
players if they were tagged and suddenly had a completely different task?

• What did Home players think and feel when they were tagged? Did any self-critical or negative thoughts
persist once they got underway as Misers? Why/why not?

• Sometimes we have plans and goals that we want to achieve but have to rethink things because
circumstances change. Maybe we don’t get as good a mark as we hoped, or we become ill, or something
good happens such as meeting someone inspiring who opens the doors to new opportunities. Why is
flexible thinking important to a healthy Sense of Purpose?

• It is healthy and sensible to be open to change when it comes to goals and Sense of Purpose. Life is
uncertain, and full of change and possibilities. Brainstorm some circumstances when flexible thinking can
complement Sense of Purpose (e.g. if you had an accident and could no longer do the same things physically
you once could).

63
 Do I Need Help? 6(16($%,/,7<

ACTIVITY: ‘DO I NEED HELP?’

TIME: 15+ minutes
SIZE: Large groups/whole of class
SPACE: Sports hall, grassy oval
RESOURCES: Coloured tokens, one bucket for every
three students, witches hats or markers, blindfolds

The aim is to place students in a challenging situation where they must choose whether or not to seek help.
The result should be discussion about the important role that help-seeking can play in building a strong Sense of
Purpose and in achieving goals.

1. Break the class into teams of three.

2. All teams are based at one end of the play area – the ‘Home’ end.

3. At the other end place one bucket for each team, and into each bucket place three ‘tokens’ (e.g. batons, balls,
coloured paper).

4. Across the play area liberally and randomly sprinkle witches hats.

5. Game play: this is a relay race. Every team’s objective is for all three of its members to don a blindfold and
cross the field (one at a time) avoiding the witches hats, collect one token, and return it to the Home bucket.
Players have three options:

a. Cross unaided (i.e. no verbal help from teammates) and, if successful, gain the team 10 points; or

b. Before commencing, opt for a guide from their team to verbally steer them
around the witches hats and, if successful, gain 7 points; or

c. While on the field they can call for a guide’s verbal help and, if successful, gain 5 points.

6. Guides must remain at the Home end and can only use the words ‘hot’ and ‘cold’. Only one guide can be
used each round.

7. If a witches hat is touched, the blindfolded player must return to the Home end and start again.

8. The winning team is the one with most points. Consider a time limit.

9. Teams should tally and compare the points they accumulated and look at the
strategies they used to accrue them. Did seeking help actually pay off?

DISCUSSION SUGGESTIONS
• Every team had a common goal – why didn’t every one win? What was the difference between winning and
not winning?

• What strategies did the winning team employ?

• What strategies did people use that failed to work? Why didn’t they succeed?

• Why is seeking help important when we face the unknown?

• Discuss how seeking help doesn’t diminish Sense of Purpose, and can be beneficial for both the help-seeker
and the help provider.

• Brainstorm some real life examples of times when it might be very wise and useful to seek help in order to
achieve goals (e.g. when selecting a career path, choosing an organisation to volunteer time with, seeking
professional assistance to help care for an ill loved one).

64
Grumble Auction 6(16($%,/,7<

ACTIVITY: ‘GRUMBLE AUCTION’

TIME: 20+ minutes
SIZE: Large groups/whole of class
SPACE: No special requirements
RESOURCES: Grumble Cards (p.66 or SenseAbility CD), matchsticks
or play money, index cards, tape, pens

The aim is for students to consider their goals, and possible impediments to these goals.
The result should be rewarding discussion about problem-solving, goal setting, and perspective-taking.

1. Have a brief discussion about things that get in the way of our goals – e.g. traffic can stop us
getting to sports practice, rain can stop us mowing the lawn, illness can stop us spending time
with friends. How good would it be to simply vanish such impediments from our lives?

2. Ask participants to consider a goal that has real meaning to them (e.g. starting their own business,
finishing a triathlon, playing music in front of a large audience, giving a thousand dollars to charity).
Have them write that goal on an index card and tape it to the front of their shirt where all can see it.

3. Distribute even amounts of paper money/matchsticks to each student.

4. Introduce the Grumble Auction. You, the teacher, will be the auctioneer. One-by-one a collection
of impediments (like those mentioned in the fruit shop) will be presented for students to
consider. Students are told they must aim to bid on the ‘grumble’ they think will pose the
greatest stumbling block to the goal on their chest. Naturally, no one knows what grumbles
are coming up next, and so must ‘take a punt’ on which one will be best for them; there
are also some grumbles that affect everyone and these will be more hotly bid for.

5. The auction ends when all cards are bought or passed in.

DISCUSSION SUGGESTIONS
• What goals did you have? What grumbles did you buy? Why did you think those grumbles posed obstacles
to achieving your goals? Was the grumble you bought the greatest obstacle facing your goal? If not, what
do you think is?

• We can’t actually ‘buy off’ too many obstacles that face our goals in real life but instead have to face and
deal with them. Brainstorm some effective strategies that we can use to deal with obstacles, e.g. time
management, being flexible, reprioritising, acceptance, setting milestones.

• Choose a few samples of goals that students are willing to discuss. Using the whiteboard, have the class
come up with two parallel lists under each goal: ‘Obstacles’ (events that the class thinks could threaten the
achievement of the goal) and ‘Strategies’ (thoughts and actions that might help the student in question
overcome stated obstacles and continue striving to achieve their goal).

• Discuss how you can apply these strategies in your everyday life.

65
 Grumble Auction — Grumble Cards 6(16($%,/,7<
ACTION
Copy/print this sheet then, using scissors or guillotine, cut along the dotted lines to separate cards. Check cards
prior to distributing to ensure they suit your students. Feel free to create your own cards.

ROAD SOCIETY NOT

TRAFFIC PHONE
CONSIDERATE
JAMS BILLS WORKS
ENOUGH

BAD UNFAIR NOT ENOUGH DRIVING

MANNERS EXPECTATIONS FOCUS TESTS

UNI
NOT ENOUGH LACK OF NO TIME
ENTRANCE
MONEY RESPECT FOR FUN
SCORES

WORK EATS CAN’T

NO TIME NO TIME TO
TOO MUCH AFFORD A
FOR STUDY EXERCISE
TIME CAR

HOLIDAYS LOSING CAN’T

ARE TOO BEING HELD TIME TO DECIDE
SHORT BACK ILLNESS WHAT TO DO

NOT CAN’T
NOWHERE NEED NEW
CHALLENGED AFFORD
FUN TO GO OPPORTUNITY
ENOUGH STUFF

AM TRYING NOT
NO TIME TO NOT ENOUGH
TO DO TOO INSPIRED
EAT RIGHT SUPPORT
MUCH ENOUGH

66
Hard Choices 6(16($%,/,7<

ACTIVITY: ‘HARD CHOICES’

TIME: 20+ minutes
SIZE: For pairs
SPACE: For pair/s to sit opposite
RESOURCES: Overhead Transparency (p.68 or SenseAbility CD),
pens, paper

The aim is to place students in an imaginary situation where their Sense of Purpose must encompass individual
purpose and common purpose.
The result should be class discussion about how Sense of Purpose is based on, and underpinned by, our values
and beliefs.

1. Project the Hard Choices Overhead Transparency.

2. Either break the class into pairs, or select a pair to perform in front of the class.

3. Explain the scenario: the pair plays two criminals who have been arrested on suspicion of involvement in
a jewellery heist. There is not enough evidence for charges yet, so the two have been separated and each
offered the same deal by police:

• if you testify against your co-accused and he/she remains silent, you go free and your co-accused
gets 10 years’ jail

• if you both remain silent, you both get six months’ jail on a minor charge

• if both of you ‘betray’ one another (i.e. both agree to testify) then you both receive a five
year sentence.

4. Allow the pair/s two minutes to deliberate. Naturally, they are not allowed to speak with one another during
this time.

5. Announce ‘decision time’ and each ‘crim’ must write down either ‘testify’ or ‘silent’ without the other seeing.
Slips of paper are placed face down between them.

6. Allow the pair to read each other’s decision, and discover what fate awaits them.

7. Variation: break into teams of four, so each ‘crim’ has a ‘lawyer’ with whom they can consult for advice.

DISCUSSION SUGGESTIONS
• How difficult was it to weigh up individual Sense of Purpose (i.e. stay out of jail) against a group Sense
of Purpose (i.e. minimise time in jail for you both)? What decision-making factors played in your mind?

• Even though this is make-believe and you are not a jewel thief, how did your own value system (i.e. your
own sense of what is right and wrong, and what is fair and decent) factor in your decision making?

• Discuss how sometimes we have to make decisions that impact both ourselves and others. Brainstorm
some real life (and lawful!) examples.

• Discuss how our Sense of Purpose reflects our values and beliefs, and how the things we aim to achieve
reflect the things that give our lives meaning. How can a strong Sense of Purpose stand by us in uncertain
circumstances?

67
 Hard Choices — Overhead Transparency 6(16($%,/,7<
Hard  Choices  –  Overhead  transparency
ACTION
Print  onto  transparency  and  project  during  activity.
ACTION
Copy/print onto transparency and project during activity.

HARD CHOICES
YOU ARE TWO CRIMINALS: ‘A’ & ‘B’. YOU HAVE BEEN ARRESTED ON
YOU ARE two criminals: ‘A’ & ‘B’. YOU have been arrested on suspicion of
SUSPICION OF INVOLVEMENT IN A JEWEL HEIST.
involvement in a jewel heist.
The THE POLICE
police don’tDONT
haveHAVE ENOUGH
enough EVIDENCE
evidence TO CHARGE
to charge either ofEITHER OF YOU
you with armed robbery;
WITH ARMED
however, they doROBBERY HOWEVER,
have enough THEYboth
to charge DO HAVE
of youENOUGH TO CHARGE
with a minor crime.
BOTH OF YOU WITH A MINOR CRIME.
YOU have been separated and are being offered two choices: stay silent, or betray
yourYOU HAVE BEEN SEPERATED AND ARE BEING OFFERRED TWO CHOICES:
co-accused.
STAY SILENT, OR BETRAY YOUR CO-ACCUSED.

possible
possibleconsequences
consequences
‘B’ REMAINS ‘B’ BETRAYS
SILENTsilent
‘B’ remains ‘A’ ‘A’
‘B’ betrays
‘A’‘A’remains
REMAINS EACH SERVES6SIX
each serves ‘A’
‘A’ GETS 10 yrs
gets 10 YRS
SILENT months
SILENT MONTH’Sjail
JAIL ‘B’
‘B’ GOES FREE
goes free
‘A’ BETRAYS ‘B’ ‘A’
‘A’ goes
GOESfree
FREE EACH SERVES
each serves
‘A’ betrays ‘B’ ‘B’ GETS 10 YRS FIVE YEAR’S JAIL
‘B’ gets 10 yrs 5 years jail

68
Heart of the Home 6(16($%,/,7<

ACTIVITY: ‘HEART OF THE HOME’

TIME: 10–15 minutes
SIZE: Large groups/whole of class
SPACE: Seating room
RESOURCES: Pens, paper, hat/bucket

The aim is for students to use comparisons with functional objects to encourage thought about unique
personal qualities and strengths.
The result should be an enhancement of thinking skills used to help challenge negative self-talk and to promote
positive feelings about Sense of Purpose.

1. Conduct a brief discussion about kitchens. Every home has one – basic or grand – and each is populated
with all sorts of utensils. Consider brainstorming a quick list, perhaps under groupings like: Essential (e.g.
cutlery, frypan); Useful (e.g. blender, grater); Specialty (e.g. egg-slicer, olive pitter).

2. Students then think about which kitchen utensil they’d see themselves as. Have them write it on a slip of
paper without their name. No talking! Allow one minute.

3. Put the slips in a hat or bucket and then have students each pick out a slip to read aloud. The class then
guesses who may have written about the utensil in question and why.

4. Students unwilling to admit to authorship do not have to, but those willing to share can give their reasons
(e.g. ‘I chose ‘chopping board’ because I am resilient and reliable.’).

DISCUSSION SUGGESTIONS
• How easy/hard was it for people to think of themselves in terms of a utensil? Why was it easy/hard?

• Was it easy or difficult to attribute utensils to individuals? Why/why not? What does that say about the
individual? What does that say about the guesser?

• Every utensil has a purpose, whether it is used daily or rarely. Sometimes our own Sense of Purpose is
clear early on or every day, but sometimes it becomes apparent only in certain circumstances, such as ...
(brainstorm situations).

• Was your utensil’s purpose in any way similar to the way you see your own purpose in life? Is there another
device – not necessarily in the kitchen – that more closely reflects how you see your own purpose in life?

• Utensils don’t have moral codes, ethics, or desire to help other utensils. How are you different from the
utensil you selected? How do your values/beliefs/personal code shape what you do?

• How can you apply the skills used in this activity in your day-to-day life?

69
 Holidays are Horrid 6(16($%,/,7<

ACTIVITY: ‘HOLIDAYS ARE HORRID’

TIME: 15+ minutes
SIZE: For pairs
SPACE: Room for pairs to work
RESOURCES: Topic Cards (p.71 or SenseAbility CD), pens, paper, coin

The aim is for participants to look at single events from different perspectives.
The result should be an appreciation that events can be viewed in a number of ways, and that flexible thinking is
very important to Sense of Purpose when dealing with uncertainty.
1. Break the class into pairs.

2. Each pair is given a Topic Card.

3. Each pair flips a coin: Heads = good things; Tails = bad things.

4. Partners now have five minutes to list either the good things or the bad things about their topic. For
example, holidays are good because I get to spend time with my family; holidays are horrid because they
mean I have to do a lot of chores around the house.

5. At the end of five minutes, allow pairs to see each other’s work. Have pairs highlight the five best and worst
points about their topic. (Heads the best and tails the worst)

6. Come together as a class for discussion, during which students may choose to share their lists.

DISCUSSION SUGGESTIONS
• Was it easier to think positively about the topics, or critically? Why might that be? What might that say
about you?

• Did any pairs come up with the same answer about their topic, albeit from different perspectives?

• Why might it be helpful to have the ability to look at events from different perspectives?

• How is it that one person can see something as bad, yet another will see it as good (e.g. one person may
think one aspect of holidays is the worst part, yet another may think that same aspect is the best part)?

• Why is helpful thinking beneficial to a strong Sense of Purpose, particularly when life throws unforeseen
challenges at you?

• Brainstorm some real-life incidents where helpful thinking and regarding events from fresh perspectives
might be beneficial for emotional and mental wellbeing.

70
Holidays are Horrid — Topic Cards 6(16($%,/,7<

ACTION
Copy/print this sheet then, using scissors or guillotine, cut along the dotted lines to separate cards.

HOLIDAYS BICYCLES FAMILY PETS

GET-TOGETHERS

GARDENING PART-TIME HOME BIRTHDAY

JOBS COOKING PARTIES

SWIMMING CREDIT OVERSEAS CHARITIES

POOLS CARDS TRAVEL

TV SITCOMS ‘CLASSIC’ HERBAL TEA MEETING

NOVELS STRANGERS

ON-LINE NEW KIDS AT DRIVING FASHION

NETWORKING SCHOOL TESTS LABELS

TRAFFIC JAMS TRAIN DELAYS HOT SUMMER SHARKS

DAYS

ELECTION COMPULSORY FIRE ALARM NOSY

DAYS SUBJECTS DRILLS NEIGHBOURS

71
 I’ll Cope 6(16($%,/,7<

ACTIVITY: ‘I’LL COPE’

TIME: 10–15 minutes
SIZE: Small groups
SPACE: To accommodate small circles
RESOURCES: Subject Cards (p.73 or SenseAbility CD), clock,
pens, paper

The aim is for students to use skills that will assist them to overcome a physical impairment.
The result should be fruitful discussion about how a healthy Sense of Purpose can help us deal with uncertainty
and difficulties.

1. Break the class into small groups with preferably even numbers.

2. Have everyone write on a slip of paper their name and whether they are left- or right-handed. Everyone
places this slip face up in the centre of the group for safekeeping.

3. Distribute to each group identical numbers of Subject Cards, face down, so no students can see what is
written on the cards.

4. Each group is now going to play a visual guessing game. One member of the group will select a card
(which will have a common phrase or object on it, such as Rainwater Tank) and must try and convey those
words to the others in the group only by drawing on the paper – without speaking. Now explain the catch:
the drawer must use his/her non-dominant hand (i.e. right-handers must draw with their left hand)!

5. You must act as time keeper. Each drawer gets one minute, and the rest of the group can guess as many
times as they like with each drawing until they get the answer correct, and then the drawer can choose a
new Subject Card. However, at the end of each minute, the role of drawer must change.

6. Someone in the group must keep score of successful guesses.

7. The activity continues until all the cards are exhausted or the activity runs out of puff.

8. The winning group is the one with the highest number of correct answers.

DISCUSSION SUGGESTIONS
• What did you think and feel when you were told the aim of the game? How did those thoughts and feelings
change when you learned you had to use your non-dominant hand?

• What strategies did you use during the game? How might you have thought/acted differently if you’d been
able to use your dominant hand?

• Do you know anyone who has faced similar adversity in real life? What happened? How did they cope? Did
their goals change, or did their strategies for meeting the goals change?

• What thinking skills are important in the face of uncertainty and change? What can you do to build and
strengthen those skills?

72
I’ll Cope — Subject Cards 6(16($%,/,7<

ACTION
Copy/print this sheet then, using scissors or guillotine, cut along the dotted lines to separate cards.

WEAK AT THE FIRE SAUSAGE DIVING

KNEES ALARM SIZZLE SUIT

SMOKE RAINWATER BANK CASTING

DETECTOR TANK ROBBERY CALL

LAMINGTON CREDIT TRAVEL FOLK

DRIVE CARD AGENT SINGER

HORROR TAX FLAT COIN

MOVIE RETURN TYRE COLLECTOR

TANDEM COLOURED CAFE COMPACT

PARACHUTE PENCILS SOCIETY DISC

MOBILE WOOLLEN ELECTRIC WILDLIFE

PHONE JUMPER FRYPAN PHOTOGRAPHER

INFLATABLE PIZZA ENGAGEMENT REMOTE

BOAT DELIVERY RING CONTROL

73
 In Summary 6(16($%,/,7<

ACTIVITY: ‘IN SUMMARY’

TIME: 15+ minutes
SIZE: Individuals
SPACE: Room for individuals to work
RESOURCES: Paper, pens

The aim is for students to bring to mind things that add value and meaning to their lives.
The result should be discussion about the many facets that make up a solid and resilient Sense of Purpose.

NB: This is a deceptively simple activity that is worth revisiting as students’ understanding of the value of Sense
of Purpose deepens.

1. Create a calm, introspective mood.

2. Write up the Chinese proverb: ‘The journey is the reward.’ Discuss how this can mean it is good to have
goals, but the way you reach those goals (rather than reaching or not reaching them) is often what shapes
and satisfies a person.
3. Ask students to think about themselves as they are at this point in time: studying at school, maybe working
a part-time job, possibly with commitments at home (e.g. looking after a brother or sister, helping with
chores), and trying to balance all those with sport, friendships and leisure. What do they enjoy most? What
do they value? What activities give them a real sense of achievement? What events do they look forward to
every week? What people, things and thoughts inspire them? What personal code, or ethical rules, do they
believe in and live by? Ask them to jot down these thoughts as they occur to them.
4. Now ask students to picture themselves in five years’ time. Where are they? What are they doing? Are
they working or studying in a field that draws on their interests? Are they being challenged? Having fun?
Making money? Feeling fulfilled? Making a difference to someone else? How have they changed from the
person they were five years ago, sitting in a classroom, thinking about the future? What happened to them
on the journey to get there? Were their beliefs and personal codes tested? Strengthened? Ask students to
jot down their thoughts.
5. Ask students to think up one word that sums up where they want to be in five years’ time. Examples might
include happy, fulfilled, respected, generous, valued, understood, satisfied, and energised.

DISCUSSION SUGGESTIONS
• Ask students willing to do so to share their jottings with the rest of the class.

• Sense of Purpose is a very individual thing. How did your values (i.e. the things you find important) inform
your thoughts on where you would be in five years’ time?

• Did anyone find it difficult to picture things you enjoy doing now? Why might that be? What steps could you
take to help find more meaning in your everyday life?

• Did anyone find it difficult to imagine where you’d be in five years? Why might that be? What mental
obstacles did you find your imagination came up against? What strategies could you employ to move (or
move around) those obstacles?

• Discuss the importance of flexibility and how our Sense of Purpose can change over time; it adjusts as we
grow, learn, and experience life.

74
Interferometrically 6(16($%,/,7<

ACTIVITY: ‘INTERFEROMETRICALLY’
TIME: 10–15 minutes
SIZE: For pairs (but can be engaging for groups of any size)
SPACE: For pairs to work
RESOURCES: Pen, paper, dictionary

The aim is to place students in a situation where achieving a goal is difficult due to uncertainty.
The result should be fruitful discussion about the value of helpful thinking in changing situations.

1. Break the class into pairs and seat pair/s opposite one another.

2. Flip a coin or ‘paper-scissors-rock’ to determine which partner goes first.

3. The ‘first’ student will say a letter of the alphabet (e.g. ‘b’).

4. The other must then add a letter in an attempt to spell a word (e.g. ‘e’).

5. The pair go back and forth adding letters – e.g. b-e-a-c-h …

6. The aim is NOT to be the last person stuck on the word, i.e. to keep adding letters to create legitimate words
(e.g. b-e-a-c-h-s-i-d-e-s). However, the person who finds they can add no more letters is the loser of the round.

7. Continue to choose a winner: best out of three or five rounds.

8. A Dictionary is handy to have as adjudicator. Someone suggesting a letter that will result in a misspelt word
(e.g. a-p-p-r-o-p-r-e) loses the round.

DISCUSSION SUGGESTIONS
• This activity is about reaching a goal despite the unpredictability of circumstances (i.e. what the other person
might come up with). Naturally, this activity suited people who are good spellers. But what other thinking
skills were useful?

• Were there any people who thought unhelpfully when the activity was announced (e.g. people for whom
spelling is not a strong point)? What thoughts went through your head? Were these unhelpful thoughts an
asset in the activity? Why not?

• In what ways can unhelpful thoughts undermine your Sense of Purpose? How can unhelpful (especially self-
critical) thoughts prevent you from reaching goals?

• Brainstorm some real-life circumstances where helpful thinking can build Sense of Purpose, and where
unhelpful thinking can knock down or diminish Sense of Purpose (e.g. when preparing for a job interview).

75
 Noise in the Night 6(16($%,/,7<

ACTIVITY: ‘NOISE IN THE NIGHT’

TIME: 15+ minutes
SIZE: Whole of class
SPACE: No special requirements
RESOURCES: Whiteboard
The aim is to revisit the A-B-C-D Model in a different way. NB: An alternative is to select Helpful Thinking
& Self-talk, Unit 1, from the Essential Skills Module, where this activity is supported by a DVD clip.
The result should be a firmer understanding that while we cannot control all events, we can control the way we
think about them, and consequently how we feel about them and what we do as a result.
1. Draw up a blank table including the column headings (see example below).
2. Explain the scenario: you are home alone in bed. It is dark and quiet. Suddenly, you hear a loud,
unexpected noise.
3. Under ‘Event’ write in ‘Strange noise in the night.’
4. Ask questions in the following order, writing responses in the table:
I. How do you feel? III. What do you do?
II. What are your physical symptoms? IV. Why did you do that (i.e. what were you thinking)?

EXAMPLE RESPONSES:
FEELINGS
EVENT THOUGHTS? DO?
EMOTIONS? SYMPTOMS?
I hate being alone Anxious Clammy Look for mobile phone

This is dangerous Scared Heart pounding Pull blankets over your head
Strange noise
I'm all alone! Apprehensive Pale Listen intently
in the night
Surely it's nothing Silly Flushing Tell yourself not to be silly

It might be a burglar Curious, angry Alert Grab cricket bat

NB: This represents an ideal example where responses about feelings and actions are lined up to be consistent
with relevant thoughts (e.g. apprehensive and pale, and listening intently, are results of the thought, I’m all
alone!). Since your students will generate responses in a more haphazard fashion, you may not be able to ‘line
up’ associated thoughts, feelings, and actions so neatly. Don’t be concerned; what is important is that students
understand, and you emphasise, the thoughts–feelings–actions link.

Draw up a second blank table with the same headings.

5. Explain that NOW you hear the same noise, but this time you know it is the neighbour’s dog that often
comes out this time each night to rummage in the garbage bin.
6. Ask the same questions in the same order, writing sample responses in the columns, e.g. Feel? Annoyed.
Symptoms? Slight flush. What do you do? Fume about the neighbour. Why did you do that (i.e. what were
you thinking)? For example ‘I’m sick of that dog and I must talk to my neighbour about it.’
7. Highlight that a whole raft of different responses – nervousness, anger, excitement, etc. – all resulted from
the one common event. Emphasise again the thoughts–feelings–actions link.

DISCUSSION SUGGESTIONS
• Take on the thought ‘There’s a burglar in my house!’ and consider how that thought makes you feel; now
challenge that thought, changing it to ‘I’m sure it’s just that rotten dog.’ Does this second thought result in
different feelings?
• Brainstorm some other real-life instances where people might have a variety of reactions to the same event.
• Brainstorm a list of events that have the potential to cause stress and anxiety (e.g. sudden illness, exams,
asking someone for a date, auditions or sports tryouts). But remember the amount of stress and anxiety you
feel is linked directly to how you think about the event. So changing the way you think is the most effective
way to control your feelings and actions, and thus reduce stress and anxiety. If time permits, brainstorm
some potentially helpful self-talk for some of these generated events.

76
Slam Dunk 6(16($%,/,7<

ACTIVITY: ‘SLAM DUNK’

TIME: Five minutes
SIZE: Large groups/whole of class
SPACE: To form large circle/s of chairs
RESOURCES: Paper, pens, bucket

The aim is to present students with a single purpose where they must develop their own plan to achieve it.
The result should be fruitful discussion about the importance of flexible thinking and planning to
Sense of Purpose.

1. Form chairs into a circle and place the bucket in the centre. Consider labelling the bucket ‘Future’.

2. Have students sit around the circle. Each student is given one sheet of paper.

3. Allow students two minutes to write five goals that would give meaning or purpose to their lives.

4. The objective of the activity is to try and get their ‘goals’ into the ‘Future’ bucket while remaining seated.
Give no more clues as to how this might happen.

5. Ready, set, go!

6. Some students will simply ball their paper up and throw it. Others may make a paper dart. Others may think
to tear their paper into five pieces – one for each goal – to improve their chances. Some may even ask their
neighbour to stand and put it into the bucket for them.

DISCUSSION SUGGESTIONS
• Who succeeded in getting their ‘goals’ into the ‘Future’? What was your strategy? Did it rely on luck, skill,
help-seeking, or all of the above? How did thinking skills compensate people who, for instance, didn’t think
they possessed good throwing skills?

• Was it easy or difficult to come up with five goals that would be meaningful to you? Why/why not? Anyone
willing to share their goals might do so.

• Why does flexible thinking complement a strong Sense of Purpose?

• Why is flexible thinking important as you work toward your goals? In what circumstances might flexible
thinking be especially important?

• Discuss why flexible thinking is important to supporting your Sense of Purpose e.g. it assists you to
capitalise on your strengths, helps you compensate for areas you may not be as strong in, and assists you to
find new ways forward when circumstances change.

77
 That Changed My Life 6(16($%,/,7<

ACTIVITY: ‘THAT CHANGED MY LIFE’

TIME: 15+ minutes
SIZE: Groups of three to five
SPACE: Room to form small working circles
RESOURCES: Inspiring Stories (p.79 or SenseAbility), or relevant
news/magazine clippings

The aim is to consider the stories of real people who have overcome adversity due to their strong Sense of
Purpose.
The result should be an increased awareness that a strong Sense of Purpose is important for setting and
achieving goals, for weathering unforeseen events, and for finding meaning even in unlikely circumstances.

1. Break the class into groups of three to five.

2. Distribute to each group either news/magazine clippings or printouts of the Inspiring Stories resource sheet.

3. Members of each group read the article they’ve been given and consider:

• How would you describe this person’s Sense of Purpose?

• What things contributed to the person’s Sense of Purpose prior to the event in question?

• What happened that changed or threatened their Sense of Purpose?

• How did the person change, regain, or rely on their Sense of Purpose?

• What might the person have been thinking and feeling: before the event; during the event;
after the event? What actions did he/she take as a result of those thoughts and feelings?

• How did the person challenge unhelpful thoughts?

• If your group had a friend facing a similar situation to this person’s, what might you say to them?
Who would you suggest they seek help from?

4. Each group selects a spokesperson/s to summarise to the wider class:

• The inspirational story they were given.

• How the person’s Sense of Purpose was threatened.

• How their Sense of Purpose was changed (including strengthened).

• How helpful and realistic thinking allowed the person to refocus on goals after the life-changing event.

DISCUSSION SUGGESTIONS
• What elements were common to these stories about Sense of Purpose?

• How can your Sense of Purpose change over time? Is it okay for your goals to change?

• What thinking skills can you use to bolster your Sense of Purpose?

• What is the difference between being single-minded (or obsessive) and having a strong
Sense of Purpose? Discuss specific examples (e.g. Nelson Mandela, early Antarctic explorers)
Were they single-minded, or did they simply possess a strong Sense of Purpose?

78
That Changed My Life — Inspiring Stories 6(16($%,/,7<
ACTION
Copy/print sufficient to allow a minimum of one story per group. Cut along dotted lines with scissors or guillotine.
Teachers should feel free to include other stories that their students may respond well to (e.g. Jessica Watson’s solo
sailing voyage).

Ishmael Beah had a fairly happy, if poor, childhood in Sierra Leone when civil war began
raging through the country. Aged 12, Ishmael and friends went to a neighbouring town to
attend a talent contest. On their way home, they learned that their home village had been
attacked, and returned to horrific scenes of violent death. Ishmael wandered for months
before discovering his family had been burned to cinders. With no family, Ishmael was
easily recruited as a child soldier.
Ishmael survived to be rescued by the UN, and was slowly rehabilitated from the drugs
and violence that had been essential to his survival, and has since written a book about
his life.

Dr Ian Gawler was an ambitious young veterinarian and athlete, but at age 24 he was
diagnosed with bone cancer in his right leg. That leg was amputated at the hip. A year
later, the cancer had spread to Ianʼs pelvis and chest. He was told there was nothing that
could be done for him and, eventually, that he had only weeks to live.
But Ian was not ready to die. He began studying meditation and developed a healthy diet
that he adhered to strictly. He continued to research the disease, eat well, think
constructively and concentrate on healing himself.
Against all the odds, Ianʼs cancer retreated. He was eventually declared clear of cancer
and went on to become a successful author and mentor to other cancer sufferers.

Grace Bowman was keen on horses since she was a little girl. By age 12 sheʼd become a
champion horsewoman. But then she suffered an accident in 2002, and was left a
paraplegic as a result of a severed spinal cord.
Grace had many excuses to give up. But was determined to regain her independence and
get back in the saddle. After three months in hospital, Grace found the skills and strength
to return to the sport she loves.
Grace describes herself as a normal teenager, and in many ways she is exactly that. But
she is also a member of the Australian Paralympic Equestrian Squad, and competed in the
2008 Paralympics.

In 1995, Major Glenn Todhunter was enjoying his dream job as an ambitious Blackhawk
pilot. Flying was Glennʼs passion: heʼd earned his studentʼs pilot licence at age 16, and
after joining the army became a junior officer, with flight responsibility. But everything
changed dramatically when an aircraft he was training in crashed from a height of 70 m.
Glenn was on life support for several days and both of his legs required amputation below
the knee. He was in hospital for months, and faced the prospect of never flying again. But
he was determined to return to the air, and underwent the painful process of mastering his
prosthetic limbs. He then reacquired his pilotʼs licence and was flying just 18 months after
the accident.
After being told he would never fly again, Glenn returned to the controls of a Blackhawk,
and became the only bilateral amputee actively serving in the world, a first since Sir
Douglas Bader in WWII.

79
 Towers 6(16($%,/,7<

ACTIVITY: ‘TOWERS’
TIME: 15+ minutes
SIZE: Small groups
SPACE: Clear room for small groups to work
RESOURCES: Wild Cards (p.81 or SenseAbility CD), dried spaghetti,
marshmallows, paper cups, tape measure, golf
ball, bucket

The aim is to involve students in an activity that is made more challenging by unexpected circumstances.
The result should be discussion about the importance of helpful and flexible thinking to Sense of Purpose.

1. Each student selects a Wild Card from the bucket, and puts it, unread, into their pocket.

2. Break the class into teams of three to five. Aim for the same number in each team.

3. Give each team an identical number of dried spaghetti sticks (15–30) and marshmallows (10–20) and one
paper cup.

4. Explain the objective: each team is to build as high a tower as possible out of spaghetti and
marshmallows (with paper cup at top) that will support a golf ball. They have 10 minutes to do so.

5. At the five minute mark, have every student pull out, read, and obey their Wild Card instructions
(e.g. ‘You must stand on one leg for one minute’) as they continue to build their tower.

6. At 10 minutes stop the clock and test every completed tower with the golf ball. Praise every attempt!

DISCUSSION SUGGESTIONS
• Ask the successful teams to explain their strategies. Discuss how/why things went wrong for the
unsuccessful teams.

• What went through your mind when you read your Wild Card? How did that make you feel? How did those
thoughts affect your Sense of Purpose?

• What thinking skills worked best when dealing with the Wild Cards?

• Would this activity have been harder if you’d been working alone? Why/why not?

• In what ways might this activity be like real life?

• What strategies can you brainstorm to promote helpful thinking to bolster your Sense of Purpose?

• Brainstorm some real-life examples that this exercise might be a small echo of (e.g. completing a new house
just before a freak storm destroys it). How would Sense of Purpose help you decide whether to continue or
give up (e.g. rebuild or not rebuild your destroyed home?

80
Towers
Towers  –—
 WWild
ild  Cards
Cards 6(16($%,/,7<
ACTION
There  are  25  cards  on  this  page.    <rint  out  su>cient  pages  to  allow  one  card  per  par?cipant.
Then  use  scissors  or  a  guillo?ne  to  safely  cut  along  the  doBed  lines  to  separate  each  card.    
ACTION
There are 27 cards on this page. Copy/print out sufficient pages to allow one card per participant. Then use scissors
or guillotine to cut along the dotted lines to seperate each card.

You  slowly  collapse  as  if   For  the  next  minute,  you   Announce  loudly  that  you  
unconscious.    Remain  so must  respond  to  any   wish  to  be  leader  of  the  
for  a  slow  count  of  20.     Gues?on  with  HYou  bet!L     group!    

Have  a  leadership  vote.     Stop  whatever  you  are   You  must  screw  your  eyes  
If  there  is  a  ?e,  ‘paper-­‐   doing  and  SLOWLY   shut  and  keep  them  shut  
scissors-­‐rock’  for  winner.     remove  your  shoes.     for  a  slow  count  of  20.    

You  lose  the  use  of  your   You  lose  the  use  of  your   Your  legs  become  like  
LEFT  arm  for  the  next   RIGHT  arm  for  the  next   jelly:  they  cannot  support  
minute.     minute.     you  for  1  minute.    

You  lose  the  power  of   You  must  vigorously   For  1  minute,  follow  any    
speech  for  the  next     shake  hands  with  every   teammate’s  statement  by  
minute.     team  member. saying:  ‘I  don’t  get  it.’    

Loudly  announce  your   For  the  next  minute,  you   For  the  next    minute,  
favourite  food  then  ask   can  only  speak  in   Insist  loudly  that  
your  teammates  theirs.     gobbledegook.     everyone  refer  to  you  as  
‘Your  Highness’.    

For  1  minute  your  hands   For  the  next    minute,   Every  ?me  someone  says  
are  ‘glued’  to  a   whistle  ‘Greensleeves’  or   the  word  ‘what’,  cough  
teammate’s  shoulders.   ‘Three  Blind  Mice’.     and  shake  your  head.    

For  the  next  minute,   Make  up  nicknames  for   For  1  minute,  keep  as  much  
every  ?me  someone  in   your  team  mates  and   distance  as  is  prac?cal  
your  team  speaks,  roll   s?ck  with  them.     between  yourself  and  your  
your  eyes  and  sigh.     tallest  teammate.

Refuse  to  move  a  muscle   You  must  avoid  making   You  lose  the  use  of  your  
un?l  a  team  mate  makes   any  references  to  colours   LEFT  leg  –  you  must  
you  laugh.     (e.g.  cannot  say  ‘green’).   stand/hop  on  your  RIGHT.    

For  the  next  minute,  

You  can  only  walk   Avoid  eye  contact  with  
every  10  seconds  you  
BACKWARDS  for  the   your  teammates  for  the  
must  shout  ‘Oogah!’  at  
next  minute.     next  minute.    
one  of  your  team  mates.

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 Two Cafes 6(16($%,/,7<

ACTIVITY: ‘TWO CAFES’

TIME: 20+ minutes
SIZE: Small groups
SPACE: For small groups to work
RESOURCES: Pens, paper

The aim is for students to use prioritising, problem-solving, and perspective-taking skills to reach a desired goal.
The result should be fruitful discussion about the thinking skills that help build and maintain a healthy
Sense of Purpose.
1. Break the class into small groups/teams.

2. Each team is the owner of a new cafe that will open in a month’s time. Every team’s cafe will be in the same
part of town. Give teams a minute to think up names for their cafes.

3. Have each team write a list of its objectives for their cafe. They can range from the obvious (e.g. make
money, stay in business) to the subtle (e.g. win dining awards, expand diners’ palates, create exciting new
cuisines). Have them highlight their top three goals.

4. Now have each team list the things that might threaten all their goals – these obstacles will vary widely,
but will doubtlessly include ‘competition’ from other teams’ cafes. Have teams highlight their top three
obstacles.

5. Have each team consider and list short-, medium-, and long-term strategies to deal with their three key
obstacles. Are these solutions realistic? Affordable? Do they have the resources to implement them?

6. Now allow cafe teams to mingle with one another. Don’t fix an agenda for this, but allow them to pitch each
other their ideas and menus, and perhaps even to make ‘deals’ with one another (e.g. You stick to Greek
cuisine and we’ll stick to Asian).

7. Allow a couple of minutes for teams to revisit their goals/obstacles and then commence class discussion.

DISCUSSION SUGGESTIONS
• What did teams name their cafes? Why? What is your ‘signature’ or point of difference?

• What did teams decide were their key goals? (Consider listing on whiteboard.)

• What were their three chief obstacles? (Consider listing on whiteboard.)

• What were the three solutions to those threats? (Consider listing on whiteboard.)

• Did any of the goals, obstacles or solutions change after you mingled with the owners of other cafes?
Why/why not?

• How many teams considered treating other teams as allies instead of adversaries? How might this way of
thinking prove helpful?

• What thinking skills did you employ in this activity that you might be able to apply to other areas of your life?

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What a Great Guy 6(16($%,/,7<

ACTIVITY: ‘WHAT A GREAT GUY’

TIME: 15+ minutes
SIZE: Individuals
SPACE: No special requirements
RESOURCES: Pens, paper

The aim is for students to project life possibilities forward in light of their values and strengths.
The result should be discussion about how identifying values and individual strengths, goal setting, and
planning can help add meaning to your life.

1. Explain to the students: you are each to imagine that you are a week away from your seventieth birthday,
and someone (friend or family member) is going to give a speech about you – your life, your unique
characteristics, your strengths, your achievements, your community involvement, your relationships, etc.
The speaker has asked if you (each student) could write the draft speech or at least provide the key points.

2. Students are to think about how they might like their life to have turned out in five key domains: work/
calling; family; friendships; community; fun pursuits (hobbies, sport, etc.).

3. Give students five minutes to think about what their future achievements in those domains might be, then
another five minutes to write their speech. They should bear in mind how they would like to be perceived
and remembered by others.

4. Allow students willing to share their speech to do so with the rest of the class.

5. Commence discussion.

DISCUSSION SUGGESTIONS
• How difficult was it to imagine not only yourself in 50+ years, but the kind of life you might have led? What
mental obstacles did your imagination face? What strategies might work for getting around those blocks?
How could you employ those strategies in your thinking in your day-to-day life now?

• How did the process make you link events (i.e. goals or achievements) with values (i.e. the things that are
important to you)? What does this say about your own unique Sense of Purpose?

• How important are good relationships – with family, friends, peers, teachers, strangers – to Sense of Purpose?

• Even famous people who achieved significant things (e.g. Leonardo da Vinci, Stephen Hawking) regularly
faced setbacks in their lives. How did their Sense of Purpose help them overcome those setbacks? What
lessons do their examples give you that you can apply in your own life?

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 The Word Thief 6(16($%,/,7<

ACTIVITY: ‘THE WORD THIEF’

TIME: 20+ minutes
SIZE: Groups of four
SPACE: Room for small groups to work
RESOURCES: Paper, pens

The aim is to place obstacles in front of students who share a common goal, and to give them an opportunity to
work together to achieve their objective.
The result should be rewarding discussion about the important roles that help-seeking and support play in
creating a Sense of Purpose.

1. Explain what a haiku is (example below): 17 syllables over 3 lines: 5, 7, 5.

2. Have everyone write a haiku about something that gives meaning to their life.

3. Now explain that you are a word thief, and you are going to steal all but four words in their haikus – give
students one minute to choose which four words they want to keep.

4. Invite students to find a partner. These pairs can now add their four words together to make eight. (Pairs try
to use these eight words to write another haiku if they have sufficient syllables.)

5. Have each pair now join up with another pair, to make quartets. Have everyone in each quartet use their cache
of 16 words to write a haiku – it should be about something that gives all of their lives meaning.

6. Have students willing to share their haikus (and attendant meanings) read them to the rest of the class.

EXAMPLE
Heron is flying
White wings arc across the sky
Pale parentheses.

DISCUSSION SUGGESTIONS
• What went through your mind when asked to create a haiku with only four words? Were those thoughts
helpful or unhelpful?

• How much easier was it to achieve the goal when you had the assistance of another person? And then
another two people? What was the cost of this assistance (e.g. you could not choose the words they brought
to the table)?

• How different was the process of creating a haiku with a palette of 16 words than creating it with your entire
vocabulary? Were you still able to express meaning in your poem? How might this be similar to when some
of your options in life are no longer available to you?

• Some goals are not achievable without the assistance of others. How do we know when to seek help in
achieving our goals? What thinking skills allow us to seek help at the right time?

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 6(16($%,/,7<

RESEARCH REFERENCES
Research
References

85
 Research Support 6(16($%,/,7<
for SenseAbility and Sense of Purpose
The SenseAbility Suite takes a positive skill-building approach which aims to enhance or encourage good mental health, emotional
wellbeing, and resilience in young people. The program is grounded in evidence-based cognitive-behavioural principles that regard
thoughts as central in influencing our feelings and consequent behaviour. Assisting young people to develop skills in monitoring
and challenging unhelpful thoughts is, therefore, a core component of the program. In addition, the series draws on the positive
psychology literature and takes a strength-based approach that removes the focus from ‘defects’ and ‘deficits’ and focuses instead on
the inherent qualities and skills that can be capitalised on. To read more about the research evidence for the importance of cognitive
elements and positive psychology in mental health and emotional wellbeing, see the references listed below.

SenseAbility is also supported by a range of literature and research that attests to the role of the six Senses – Self-worth, Control,
Belonging, Purpose, Future and Humour – as fundamental to building emotional wellbeing and resilience. Supporting young people
to build or enhance these senses may be more important now than ever before. As Eckersley recently wrote, ‘while young people
are materially better off . . . social and cultural changes have made it harder for them to develop a strong sense of identity, purpose,
belonging and security: in short, to feel life is deeply meaningful and worthwhile’ (Eckersley, 2008, p.5).

Like the other Senses, Sense of Purpose (or meaning) plays an important role in good mental health and wellbeing. A strong Sense
of Purpose has been associated with greater life satisfaction (Pan, Wong, Joubert, & Chan, 2008), better health behaviour (Park,
Edmonson, Fenster, & Blank, 2008), and wellness (Ryff & Singer, 1998). A small sample of research articles supporting the importance
of Sense of Purpose is listed below. For those who would like to read more on the evidence supporting the other senses, please see
the individual Sense modules.

Literature and research on cognitive-behavioural principles References

A negative cognitive triad (negative view of the self, the world, and the future) is proposed to explain
the development of depression and other mental health problems. Distorted or dysfunctional thinking Beck, 1964, 1976, 1991
is common to all psychological disturbance.

Adolescents with negative cognitions about themselves, their world, or the future were more Jaycox, Reivich, Gillham,
vulnerable to depression. & Seligman, 1994

Literature and research on positive psychology

A collection of individual papers that cover many broad areas on topics such as identifying strengths
Snyder & Lopez, 2005
and subjective wellbeing.

An introduction to the area of positive psychology. An evaluation of interventions in positive

Seligman et al., 2000, 2005
psychology.

Literature and research on Sense of Purpose (or meaning)

An examination of how meaning in life, described as having personally significant goals, contributes to
Emmons, 2003
positive experiences and a positive life.

Purpose in life and the capacity to make sense of experiences may serve to sustain hope for the future. Frankl, 1974

Fry examines the development of personal meaning and wisdom in adolescence, suggesting the role of
Fry, 1998
mentors, tutors and nurturant adults is core to such development.

A strong sense of meaning in life was associated with more positive life satisfaction for university
students studying abroad. Meaning in life was also found to mediate the role between acculturative Pan et al., 2008
stressors and life satisfaction.

Poor sense of meaning in life was associated with negative health behaviour in middle-aged survivors
Park et al., 2008
of cancer.

In a study of patients dealing with congestive heart failure, it was found that meaning in life was related Park, Malone, Suresh,
to more positive mental and physical health-related quality of life. Bliss, & Rosen, 2008

Ryff and Singer examine the literature and research on the importance of life purpose in health
Ryff & Singer, 1998
proposing that ‘seeing life as purposeful and meaningful [is] a critical feature of human wellness’ (p.7).

Strong relationships have been found between a sense of meaning in life and a number of different Zika & Chamberlain, 1987,
measures of psychological wellbeing. 1992

Suggested reading
‘The positive educational practices framework: A tool for facilitating the work of educational
Noble & McGrath, 2008
psychologists in promoting pupil wellbeing.’

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Reference List 6(16($%,/,7<
Beck, A. T. (1964). Thinking and depression: II. Theory and therapy. Archives of General Psychiatry, 10, 561–571.

Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.

Beck, A. T. (1991). Cognitive therapy: A 30-year retrospective. American Psychologist, 46, 368–375.

Eckersley, R. (2008). Never better – or getting worse? The health and wellbeing of young Australians.
Canberra: Australia 21 Ltd.

Emmons, R. A. (2003). Personal goals, life meaning, and virtue: Wellsprings of a positive life. In C. Keyes & J. Haidt
(Eds.), Flourishing: Positive psychology and the life well-lived (pp. 105–128). Washington DC: American
Psychological Association.

Frankl, V. (1974). Man’s search for meaning. New York: Pocket.

Fry, P. S. (1998). The development of personal meaning and wisdom in adolescence: A re-examination of moderating and
consolidating factors and influences. In P. T. Wong & P. S. Fry (Eds.), The human quest for meaning: A handbook of
psychological research and clinical applications (pp. 91–110). Mahway, NJ: Lawrence Erlbaum Associates.

Jaycox, L. H., Reivich, K. J., Gillham, J., & Seligman, M. E. P. (1994). Prevention of depressive symptoms in school
children. Behaviour Research and Therapy, 32, 801–816.

Noble, T., & McGrath, H. (2008). The positive educational practices framework: A tool for facilitating the work of
educational psychologists in promoting pupil wellbeing. Educational & Child Psychology, 25(2), 119-134.

Pan, J., Wong, D. F. K., Joubert, L., & Chan, C. L. W. (2008). The protective function of meaning of life on life satisfaction
among Chinese students in Australia and Hong Kong: A cross-cultural comparative study. Journal of American
College Health, 57(2), 221–231.

Park, C. L., Edmonson, D., Fenster, J. R., & Blank, T. O. (2008). Positive and negative health behaviour changes in cancer
survivors: A stress and coping perspective. Journal of Health Psychology, 13(8), 1198-1206.

Park, C. L., Malone, M. R., Suresh, D. P., Bliss, D., & Rosen, R. I. (2008). Coping, meaning in life, and quality of life in
congestive heart failure patients. Quality of Life Research, 17, 21–26.

Ryff, C. D., & Singer, B. (1998). The contours of positive human health. Psychological Inquiry, 9(1), 1–28.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology. American Psychologist, 55(1) 5–14.

Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress. American Psychologist,
60(5) 410–421.

Snyder, C. R. & Lopez, S. J. (2005). Handbook of positive psychology. Oxford: Oxford University Press.

Zika, S., & Chamberlain, K. (1987). Relation of hassles and personality to subjective wellbeing. Journal of Personality
and Social Psychology, 53(1), 155–162.

Zika, S., & Chamberlain, K. (1992). On the relation between meaning in life and psychological wellbeing. British Journal
of Psychology, 83, 133–145.

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