Noticing different reasons why people might choose to spend time with someone.
Exploring what it looks and feels like when one person is more invested in a friendship than the other.
Thinking about the qualities that make someone a kind and genuine friend.
Considering how people can repair a friendship after hurt feelings.
Exploring how someone might show they care, even after being treated unkindly.
Four-year-old Lisa Loud receives her first Kindergarten report card from her teacher. Lisa has straight A grades in every subject except one: she has received an F in social skills because she has not made a friend. Lisa selects a classmate named Darcy to befriend in order to improve her grade. Darcy is warm and enthusiastic and quickly treats Lisa as her best friend, while Lisa treats the friendship as a task to complete. Once her grade improves, Lisa tries to end the friendship.
• What did you notice about how Lisa and Darcy treated each other?
• Why did Lisa decide to spend time with Darcy?
• How do you think Darcy felt when Lisa ended their friendship?
• What did Darcy do when she noticed Lisa was feeling sad?
• What are things that make someone a good friend?
• What could Lisa have done differently at the start of the friendship?
• Has there ever been a time when you repaired a friendship after something went wrong?
The questions within this guide are designed to open dialogue and facilitate discussion around the relevant topics. It is up to the user to adapt as needed to best suit the person they are supporting. A neuroaffirming approach was central to the design of these resources and remains essential to their application. This means recognising and respecting the diverse ways people think, communicate, and experience the world, ensuring all conversations are led with curiosity, respect, and without judgement. These resources are a starting point. Trust your knowledge of the person you are supporting to shape the conversation from there.
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