What Helps Me Campaign Posted on October 9, 2015 by Sources of Strength Media The What Helps Me Campaign is a powerful way to share stories of strengths in your community. This campaign focuses people’s personal stories of what strengths help them when dealing with the big three emotions – anger, anxiety/worry, and depression or feeling sad or down. Everyone struggles with at least one of these emotions. This campaign is about identifying which emotions you wrestle with the most and which strengths help you through it. Watch this video for ideas on how to get started with a What Helps Me Campaign What gives this campaign power is if everyone in the school can get involved in a small group discussion, or a writing, art or video project. Getting everyone thinking about what are the things that help them with their emotions. Everyone wrestles with these emotions, and we want you to focus on collecting stories of help and strength. Here are some ideas of how to do that: Video Project: Get a number of the Peer Leaders and Adult Advisors to state “What Helps Me with ________ (emotion) is _________ (strength) and _________ (strength) and _________ (strength). Example: What helps me when I get too anxious or worried is playing my guitar, talking to my mom, and going for a run. Stories can be this simple or more detailed, as long as they remain strength focused and hopeful. Link several of these video’s together (make sure to include adults), place some still pictures in the middle, layout some popular strength-based music in the background, and create a video. See Sources of Strength website videos for instructions on how to make a video and for an example of a What Helps Me video. This video can then be shown schoolwide, on social media, or as an introduction to a class or small group discussion. School Newspaper, Announcements & Social Media: Peer Leaders can write or interview others (students and adults) about the strengths that have helped them manage emotions. These stories can be posted in the school newspaper or shared over morning announcements. This will be used in promoting the activity schoolwide. These stories can also be shared on social media on your school’s Sources of Strength accounts. Post these stories and hashtag #sourcesofstrength and #whathelpsme. Have all the peer leaders to post their stories on their own accounts. Then encourage your friends to post their stories. Soon you will have created a social network filled with stories of strength. Small Group Discussions: During a classroom presentation, Peer Leaders and Adult Advisors can first share a few of their own What Helps Me stories. Be sure to practice with your Peer Leader group before presenting to a class. (For tips on giving presentations, watch this video) After you share your stories, pass out What Helps Me cards and ask the students to write their own stories of strength. Then divide into small groups and have everyone share what helps them when dealing with difficult emotions. You can use the Sources of Strength What Helps Me cards or design your own. It’s a good idea to have a large Sources of Strength wheel projected onto a screen, drawn on the whiteboard, or displayed on a poster to help students name which strengths help them. Wall Display: Create a wall display highlighting the stories, art, etc… that have been created throughout the course of the campaign, detailing ways students and staff have found help for regulating their emotions in healthy ways. Be creative. Take a photo of your finished display and post it on your school’s Sources of Strength social media accounts. Class Assignments: Teachers can get involved by incorporating the What Helps Me campaign into specific assignments. English teachers have given writing assignments interpreting strengths that might have helped literary characters manage difficult emotions or essay assignments asking students to tell their stories – What Helps Me with…. anger, anxiety, or depression… is…. Art teachers have assigned art projects that communicate the What Helps Me philosophy. Psychology teachers have assigned emotional regulation research and projects.