3. According to the article, why might teenagers feel more comfortable opening up to another teen instead of an adult? (Teens can understand and relate to the problems that other teens are experiencing, which provides a sense of comfort.) 4. How do the volunteers use active listening, and why is it important? (Active listening helps the other person feel heard. Volunteers do it by validating the callers’ feelings.) 5. Why don’t the volunteers give advice, and what do they offer instead? (People in crisis need sympathy, empathy, and understanding.) 6. What happens when volunteers can’t handle a call on their own? (They summon an adult staff member who will listen in on the call and guide the volunteer.) 7. How does Teen Link’s mantra of “talk it out” help? (Possible answer: Often, simply listening to a person can help. The volunteers are trained in active listening, which means validating a person’s feelings and offering sympathy, empathy, and understanding.) 8. Imagine that your friend needed help with a problem and the two of you tried but couldn’t solve it. Would you recommend Teen Link to your friend? (Answers will vary but may acknowledge that Teen Link provides a safe space where teens are heard and receive support as they express their feelings and struggles.) 4 Reflect: Ask students to respond in writing to the following prompt: Think of a time a friend came to your aid. What did the friend do, and why was it helpful? After students have finished writing, invite volunteers to read their responses. 5 Group Activity: Have students work in groups on the “Critical-Thinking Questions” on page 32 of the student handbook. Discuss their responses as a class. 6 Quick Check: Have students respond to the quiz on page 33. They can then work as teams to compare answers and discuss any discrepancies. 7 Additional Resources: Active Listening: If it seems appropriate for your classroom, have your students practice active listening with one another, using the strategies listed in “How to Support a Friend in Need.” Divide the class into pairs. One student will pose an imaginary problem; the other will be the listener. They can then switch roles. Monitor the activity, circulating among the pairs.
For answers, go to the Answer Key that begins on page 28 of this book.
15
Made with FlippingBook - Online catalogs