Self-Worth & Identity / GRP164
Role Balance Circles
Map roles that take space and roles the person wants to reclaim.
30 minutes / 3-12 participants / Adults and teens 13+ with appropriate facilitation
Download facilitator PDF · Download participant handout · Open activity / add to session
UNDERSTAND THE IDEA
Identity is larger than a difficult moment.
A person's meaning, relationships, culture, skills, and contributions extend beyond a symptom, diagnosis, or mistake. Encouragement is more useful when linked to observable effort or choices. Ask what the person recognizes in the description instead of assigning them a positive identity.
Facilitation lens: Invite the participant's language and community context. Do not require a strength narrative that minimizes grief, discrimination, or unmet needs.
Explore the conceptual background · Broad background, not validation of this original exercise.
Try a different interactive experience in the Activity Lab →
Materials
Paper or a printable handout, Pens or an accessible writing alternative, Optional blank cards or simple drawing materials
Fictional example
Caregiving has crowded out personal interests.
Invite and agree - 3 minutes
Name the purpose and the right to pass, observe, write, or use fiction. Agree that people share only their own experiences and do not promise absolute group confidentiality.
Introduce the example - 3 minutes
Caregiving has crowded out personal interests. Ask what is known and what is still a guess.
Practice: Mapping - 17 minutes
Map roles that take space and roles the person wants to reclaim. Create a simple diagram or table. Label relationships, gaps, or choices; participants decide which connections fit.
Reflect together - 4 minutes
Which role needs practical support? Ask what fit, what did not fit, and what would make the exercise more accessible. Do not interpret another person's response.
Choose a next step - 3 minutes
Invite one optional action, support request, or question to carry forward. Passing is a valid closing response. Confirm how to seek appropriate support outside the activity.
Adaptations and fit
Read the example aloud or offer written instructions. Allow typing, pointing, drawing, listening, and a support person where appropriate. Avoid mandatory movement, touch, or eye contact.
Let people choose identity language. Avoid appearance-based judgments, forced positivity, and assumptions about culture.
Conceptual reading and review status
Original AI-assisted educational draft; independent clinical review pending. Sources inform general facilitation principles; they do not validate or endorse this original plan.