Ask students to identify 4-5 personal strengths and then ask them about how they exhibit these strengths in their lives. Respond by reflecting what you hear and affirming them. Shift the conversation to challenges, issues, stressors, or behavior changes that the student may be experiencing and ask them how they can use the strengths.

This video offers strategies for addressing differences with close family and friends, including being open to other perspectives; thoughtfully introducing people to new interpretations they can appreciate; and maintaining a strong connection to others. It also addresses the PALS approach, microaggressions, and humor for communicating with people who hold different views.

This tool is typically used in a reflection space to help someone process where they may fall on the Thriving scale. It can be used to structure a discussion about thriving, striving and surviving based on students’ current experiences.

The University of Minnesota has developed “Taking Charge of Your Well-Being”, a short, interactive quiz that consists of 13 questions. Users respond to a series of questions that address the main aspects of well-being and receive a customized set of tips based on their answers.

This document contains a set of cards, each of which contains a value such as trust, logic, or teamwork, and a short definition. You can use these cards to help structure various discussions with students about how values align to behaviors and actions.

This worksheet provides a framework to help students identify triggers for behaviors or thought patterns that they wish to change, the thoughts, feelings and behaviors associated with those triggers, and the positive and negative outcomes that result from them. Invite students to reflect on a situation that they find difficult or challenging.

This activity helps participants to identify and explore social identities, personal identities, and experiences that shape one's health and well-being. Contains guidelines for facilitation, an explanation of the activity with group discussion and feedback, and a copy of the participant worksheet.

This activity helps users to clarify what they do and do not want in relationships; it can also be applied to any other kind of decision-making scenario. The worksheet is divided into four areas: "Must-haves," "Bonuses," "Tolerables" and "Deal-Breakers."

This worksheet helps students to think through the impact of their actions on their immediate circle, the campus community, and society as a whole. Designed for guided group sessions, it allows students to reflect individually on their own actions before sharing them with the wider group.

This worksheet provides a diagram and prompts that encourage individuals to think about circles in which they have resources and relationships, and how they can leverage those circles to influence change. Facilitators can guide students through the four spheres of influence.