To help children identify feelings and to understand how feelings affect behavior.
Children might not always believe it is okay to have feelings. They also might not know what their feelings are or how to deal with them. Children who can identify their own feelings as well as the feelings of others are better able to communicate and establish relationships with others. They understand how a person or a situation is really affecting them and what they need to do to feel comfortable or in control. When children can label feelings, they can more easily accept them and acknowledge how their feelings affect what they and others do. An important aspect of labeling feelings is having the appropriate words to identify specific feelings.
In a comfortable classroom atmosphere, have students make a list of all the feelings they know (examples: happy, sad, concerned, worried, shy, frightened).
Have students describe the characteristics of a person who is experiencing a specific feeling. For example, what are the facial expressions and body posture of a happy person? How does a happy person talk? Does a happy person look relaxed or worried?
Using the Clown Pal, have each student draw and label a feeling on the face. Prepare a bulletin board with the drawn and labeled clown faces.
As an alternate or follow-up activity, have children dramatize a feeling they have experienced. Encourage them to express the feeling with their voice, body posture, facial expression, and movement.
Clown Pal for each student; crayons or colored markers; (optional) newspaper and magazine photographs that show people's feelings (you might ask students to bring in samples).
• Encourage all students to participate in these activities, but do not force them on students who are reluctant. Some chil-dren may feel comfortable only in completing the clown picture.
Learning to Live Drug-Free, A Curriculum Model for Prevention, U.S. Department of Education's Safe and Drug-Free Schools Program