MODULE 3. Group Activities – For Youth Workers to Facilitate

Ask them to map their current digital habits by writing or drawing what screen activities they typically do in each part (e.g., TikTok before bed, gaming after school, scrolling during meals).

Facilitate a discussion: Which of these uses feel helpful? Which feel draining?

On the same sheet (or a second copy), ask them to re-draw their day with new boundaries, for example: “No phone at breakfast,” “Stop gaming 1 hour before sleep,” or “Social media only after homework.”

Invite volunteers to share one boundary they’d like to try and why it matters to them.

• Worksheets with “Morning / Daytime / Evening” template
• Pens, markers

Teach the “3-Breath Pause”: before unlocking their phone, stop, take three deep breaths, and ask:

• Why am I opening this?
• What do I hope to feel?
• Is this the best choice right now?

Have everyone practice by holding their phone, pausing, and answering quietly to themselves.

In pairs, ask them to role-play a situation where they usually grab their phone automatically (e.g., waiting for a bus, feeling bored). Partner A guides Partner B through the mindful pause. Then switch roles.

Group reflection: What was hard? What felt useful? How could this become a habit?

• Phones (their own)
• Reflection questions on a slide or handout

• Split participants into small groups. Assign each group one activity: social media, online gaming, streaming, homework on screens, or messaging friends.
• Each group prepares two short arguments: one for why their activity is helpful/positive, and one for why it can be harmful/negative.
• Groups present their cases “in court” to the rest of the participants. Encourage creativity—acting as lawyers, witnesses, or even the activity itself.
• After each case, the whole group votes: Is this activity mostly helpful, mostly harmful, or depends on how it’s used?
• Debrief: What did this activity show us about the importance of boundaries and balance, rather than extremes?

• Activity cards (with “social media,” “gaming,” etc.)
• Flipchart or whiteboard for voting results

Step-by-Step Instructions

Divide the class into small groups. Assign each group one theme area related to screen time

Step 2: Group Themes & Tasks

Group 1: Why Screens Hook Us

Task: Discuss and list the top 3 reasons why screens are so engaging (e.g., games, social media, notifications).

Output: A mini-poster showing “Why We Stay Hooked.”

Group 2: Spotting the Triggers

Task: Share personal examples of situations when screen time gets out of control (e.g., before bed, while studying). Write 3–4 common triggers.

Output: A trigger map or flowchart.

Group 3: Impact on Daily Life

Task: Discuss how excess screen time affects sleep, focus, school, friendships, or health. Pick one real-life example and present it as a short role play.

Output: A 2-minute skit or story.

Group 4: Practical Strategies

Task: Brainstorm 3 creative solutions to reduce screen time (tech-free zones, family agreements, alternative hobbies).

Output: A “Screen-Smart Tips” chart.

Group 5: Building Healthy Habits (optional if group size is large)

Task: Design a “Balanced Day Plan” showing screen vs. non-screen activities in a 24-hour routine.

Output: A visual daily plan.

Step 3: Sharing

Each group presents their work in 3 minutes. Others can add suggestions.

Step 4: Reflection & Wrap-Up

Facilitator highlights key strategies that came from the groups and links them back to the module’s learning goals. End with one takeaway: “One small change I will make this week in my screen time.”

• Chart papers /sticky notes
• Markers
• Timer
• Handout with reflection prompts (optional).