PB+ Resources
FEELINGS ARE FEELINGS :
BEHAVIOUR IS A CHOICE - ALWAYS WITH AN EFFECT
Aim : to recognise that we can use our thoughts to influence both
our feelings and our behaviour.
Time : 20 - 30 minutes
Materials :
- Thoughts, Feelings, Behaviour diagram as a poster or as an acetate
- The legend for the session, i.e. Feelings are feelings ….
- Scenarios
- Recording sheets and pens (on acetate if desired)
Introduction:
Feelings are often divided into two kinds: physical and emotional. Physical
feelings are sensations we have in our bodies, like … (Ask for suggestions
like feeling hot, cold, exhausted, hungry or wet.) Usually these feelings
relate to one of our five senses. Then there are emotional feelings which
include things like … (feeling sad, happy, angry, hurt or safe.)
In reality feelings involve both sensations in our bodies and our emotions.
Sometimes as human beings we act on our feelings without really thinking.
At other times we do a lot of thinking before acting but ignore the way
we are feeling. Then, there are times when we agonise over something,
doing a lot of feeling and thinking, but failing to make a decision.
In this session, we are going to look at the way in which our feelings,
thoughts and behaviour can work together to help us choose the best course
of action in any given situation, whilst observing the rights of others
to feel safe.
Reveal the legend on the diagram:
Feelings are feelings :
behaviour is a choice - always with an effect.
Activity : Scenarios
a. Jessica has a beloved pet named Rufus who is old and is now sick.
The vet says that Rufus is going to die.
b. Tamila has been invited to his grandparents for the night. When he
arrives, a group of family and friends are waiting inside. As he enters
they call out "Surprise!"
c. Nita has worked hard for an athletic event. She was to compete in two
races and a team event. The day before the competition she fell and sprained
her ankle.
d. Ibrahim and Shamira come home from a day out with their parents to
find that their house has been burgled and many of their things have been
broken or stolen.
Allocate the participants to groups and give each group a scenario to
discuss. Ask the group to pay careful attention to how the individual
characters might be feeling, what action they might be thinking of taking,
the effects of their thoughts and feelings if they act upon them and finally
come to a decision about the best course of action for the character at
the time. Record the discussion as you go so that it can be shared with
the other groups.
Epilogue:
At times we forget the connection between thoughts, feelings and action.
Some people say that they cannot control their feelings and therefore
cannot control their behaviour. This is a myth. We can use our thinking
to decide which choice is the best one for us, whilst respecting the right
of others to feel safe.
Possible adaptations or applications to the Church context:
People could devise alternative scenarios that impact upon the interaction
of life and faith. It might be best to avoid anything too controversial
or sensational, so that participants focus upon the principle of engaging
thoughts and feelings before acting, rather than engaging in an exclusively
theological and/or ethical discussion. Ideally, the aim is to help them
engage with both.
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