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Social Skills

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Unit 7 of 9

What Makes a Good Friend

Students learn what the tradition, from Aristotle and Cicero to Augustine and Scripture, says a friend is, and how to tell a friendship that makes them better from one that is only convenient or fun for now. They practice noticing the marks of a good friend, choosing companions with care, and stepping back kindly from a friend who leads them wrong.

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Objectives

  • Explain Aristotle's three kinds of friendship (usefulness, pleasure, and goodness) and give an example of each from ordinary school life.
  • Name five marks of a good friend and recognize them in real people and in stories such as David and Jonathan and Ruth and Naomi.
  • Use a few honest questions to judge whether a friendship is helping them grow, before trusting someone with much.
  • Decline to go along with a friend's wrong plan using a clear, kind sentence, and know when to ask a trusted adult for help.
  • Describe how Christian writers place friendship inside a larger love, with charity as friendship with God.

The teaching

Three reasons people become friends

Aristotle noticed that people become friends for one of three reasons. Some friendships rest on usefulness: your lab partner, the teammate who passes you the ball, the neighbor who drives you to practice. Some rest on pleasure: the person who is fun at lunch, who laughs at the same videos, who is good company on a long bus ride. And some rest on goodness: two people who each admire the other's character and want what is truly good for the other, for the other's own sake.

None of these is shameful. Usefulness and fun are real goods, and most of your friendships will start there. But Aristotle points out what happens when the reason goes away. When the class ends or the season is over, the useful friendship often ends too. When one of you grows into new interests, the fun friendship can fade in a month. He says young people make and drop friends quickly for exactly this reason: they are following what pleases them today.

Friendships of the good last because goodness lasts. If you love your friend for his honesty, his courage, or her steady kindness, then that friendship survives a new schedule, a move across town, or a bad haircut. These friendships are rare, Aristotle says, and they take time: you have to watch each other over many seasons before you can trust each other fully. The hopeful part is that many of these deep friendships grow out of ordinary ones. The teammate can become the friend who prays for you.

  • Usefulness: 'We're friends because we help each other get something done.'
  • Pleasure: 'We're friends because we enjoy the same things and have fun together.'
  • Goodness: 'We're friends because I admire who you are, and I want your good even when it costs me something.'

Five marks of a good friend

You can learn to see a good friend the way a gardener learns to see a healthy plant. Look for these five marks. A good friend is loyal: she speaks of you the same way when you are out of the room. A good friend is truthful: he will tell you there is spinach in your teeth and, later, harder things too. A good friend is kind: not only to you, but to the younger sibling, the cafeteria worker, the classmate nobody picks.

A good friend makes you better. After time together you are a little braver, a little more honest, a little more yourself, not smaller or meaner. Proverbs puts it in a picture: iron sharpening iron. And a good friend is glad at your good. When you win the part in the play or the scholarship, a real friend's first feeling is joy for you, even if she wanted it too. Envy is the great thief of friendship, and a friend who can celebrate you is a treasure.

Turn the list around and use it as a mirror as well as a measuring stick. The goal is not to grade your friends but to know what to look for, and to become this kind of friend yourself (unit 8 is about exactly that).

  • Loyal: speaks well of you when you are absent; keeps what you tell them.
  • Truthful: tells you the truth gently, even when it is awkward.
  • Kind: treats everyone with respect, not only the people who can do something for them.
  • Makes you better: you leave their company more like the person you want to be.
  • Glad at your good: celebrates your success without sulking or competing.

Side by side: how friendships begin

In The Four Loves, C. S. Lewis describes friendship as two people standing side by side, looking at the same thing, where romance is two people facing each other. Friendship, he says, often begins at the moment one person discovers that another shares an interest or a question he thought was his alone. The friends are not mainly looking at each other; they are both looking at the stars, the old car engine, the chess problem, or the question of what is true.

This is very practical advice. If you want friends, go where people are doing something you love: the choir, the robotics team, the Latin club, the trail crew, the youth group service project. Bring the thing you care about and look for the person whose eyes light up at it too. A good opening is simply a question about the shared thing: 'How long have you been building these?' or 'Which book got you into this?'

Lewis also notices that friendship of this kind does not need to be exclusive. A third friend who loves the same thing adds something new, because each friend draws out a different side of the others. That is why a good friendship has an open door.

Phrases to practice
  • Wait, you like that too? What got you into it?
  • Do you want to work on this together next week?
  • I'm going to the club meeting Thursday. Want to come?

Choosing friends with care

Proverbs says that the one who walks with wise men will be wise, and Paul warns that bad company corrupts good character. You become like the people you spend your time with, in your words, your jokes, your habits, and even what you think is normal. That is not a reason to be cold to anyone. It is a reason to be thoughtful about whom you let closest.

Seneca gave his young friend a useful order of operations: judge carefully before a friendship is formed, and trust fully after. Many people do it backwards. They tell a brand-new acquaintance their deepest secrets in the first week, and only later wonder whether that person can be trusted. Be warm to everyone right away. Be slow to hand over your heart.

Here are some things to watch, quietly, over a few weeks. How does this person treat people who cannot do anything for them? How do they talk about friends who are not in the room? Do they keep small promises, like showing up when they said they would? Do they respect your 'no'? Do they make fun of what is holy or good to get a laugh? Honest answers to these questions will tell you more than any amount of charm.

  • Be friendly to all; be close friends with few.
  • Watch how they treat the waiter, the little kid, and the new student.
  • Listen to how they talk about absent friends; you will be absent someday too.
  • Notice whether they keep small promises before you trust them with big ones.

When a friend leads you wrong

Cicero, the Roman statesman, wrote a dialogue on friendship in which the wise Laelius sets down a firm rule: we must never ask a friend to do something wrong, and never do something wrong because a friend asks. True friendship, he says, is only possible among people who are trying to be good, because it rests on agreement in things human and divine, held together by goodwill and affection.

You will meet the test of that rule. A friend asks you to send your homework 'just to check,' to lie to a parent about where you were, to share a photo of someone else, or to join in mocking a classmate in the group chat. In that moment, a clear and friendly sentence is your best tool. You do not need a lecture. You can say, 'I'm not going to do that, but I'm still up for pizza later,' or 'Nope, I'm out of this one,' and change the subject.

If a friend keeps pressing, makes you keep secrets from your parents, or laughs at your conscience, that friendship is pulling you away from who you want to be. Step back gradually and kindly: spend more time with other friends, stop joining the activities that cause trouble, and talk with a parent, teacher, or pastor. Stepping back is not hating. You can keep praying for that person, greeting them warmly, and hoping for the day the friendship can be good again. If a friend is in real danger, tell a trusted adult right away; that is loyalty, not betrayal.

Phrases to practice
  • I'm not going to do that, but I'd still like to hang out.
  • I don't want to be part of that. Let's do something else.
  • I'm going to sit this one out.
  • I care about you too much to help with that.

Friendship inside a larger love

Christian writers did not throw away the old pagan wisdom about friendship; they carried it further. Thomas Aquinas, following Aristotle, taught that charity, the highest Christian love, is itself a kind of friendship: friendship between man and God, made possible because God shares His own happiness with us. Jesus says to His disciples in John 15 that He calls them not servants but friends.

Augustine learned this the hard way. In his Confessions he describes the death of a close friend from his youth and the crushing grief that followed, and he looks back on the sweet ordinary things they shared. He concluded that friends are loved most safely when they are loved in God, because then the friendship rests on something that cannot be lost.

For a student, this means that your best friendships will have a third party in them. Two friends who both love Christ will help each other pray, forgive, and keep going, and their friendship is protected from becoming a little world of two that shuts everyone else out.

Two friendships worth studying

Jonathan was the son of King Saul and the heir to the throne. David was a shepherd boy who had just killed Goliath. By every worldly measure they should have been rivals. Yet Scripture says the soul of Jonathan was knit with the soul of David, and Jonathan gave David his own robe, sword, and bow. Their friendship rested on shared faith and admiration for each other's courage, and it stayed loyal at great cost.

Ruth and Naomi were different in age, nation, and background. Naomi was a grieving Israelite widow; Ruth was her young Moabite daughter-in-law, free to go home. Ruth chose to stay, binding herself to Naomi's people and Naomi's God. Their story shows that a good friendship can cross differences that would normally keep people apart, and that loyalty is shown in choices, not only feelings.

Notice what both friendships share: each friend wanted the other's good more than his or her own advantage, and each friendship was anchored in faithfulness to God. That is Aristotle's friendship of the good, lived out in Scripture.

Levels and exercises

Children grow in these skills at different speeds. Start at the level where a student can succeed with a little stretch, whatever their age, and move up when it comes easily. More on levels.

Foundations (about 6-9)

What to expect at this level
  • Says one or two things a good friend does, such as sharing, telling the truth, and being kind.
  • Tells a grown-up when a friend wants them to do something wrong.
  • Plays with or sits by someone new for part of a recess or class activity.
  • Says something glad when a friend does well, such as 'Good job!'
With a friend15 min
Kind Friend Picture

Each child draws a picture of a friend doing something kind, such as sharing a snack or helping pick up blocks. Then the two friends trade pictures and say, 'Thank you for being a good friend because you...' and finish the sentence. The adult writes the sentence at the bottom of each picture.

Afterward: What is one kind thing your friend did this week?

With someone not yet a friend10 min
Same-Same Hunt

The adult pairs each child with a classmate they do not usually play with. The pair asks each other three simple questions: 'What is your favorite animal?', 'What do you like to play?', and 'What is your favorite food?' They try to find two things that are the same. Each pair shares one 'same-same' with the group.

Afterward: Was it fun to find out something new about someone? Who could you play with tomorrow?

In a group10 min
Good Friend, Not Good Friend

The adult reads simple actions aloud: 'shares the swing,' 'tells the truth,' 'says mean words,' 'helps you up when you fall,' 'asks you to hide something from Mom.' Children give a thumbs up for what a good friend does and a thumbs sideways for what a good friend does not do. For each thumbs-sideways answer, the adult asks, 'What could a good friend do instead?'

At home with family15 min
David and Jonathan Story Time

A parent tells the story of David and Jonathan in simple words, including Jonathan giving David his robe, sword, and bow (1 Samuel 18). The child acts out giving a gift to a friend with a stuffed animal or a sibling. Then the family names one way to give something good to a friend this week.

Afterward: Why did Jonathan give David his best things?

On your own5 min
The 'No, Thank You' Practice

The adult pretends to be a friend asking for something wrong, like 'Let's take Sam's cookie.' The child practices saying in a clear, kind voice, 'No, thank you. Let's play tag instead.' Repeat with two or three different examples, and cheer for each clear 'no.'

Encouragement: Praise the specific kind act you saw, such as 'You let Ella have the first turn, and that is what a good friend does.'

Developing (about 10-13)

What to expect at this level
  • Explains the difference between a friend for fun and a friend who helps them be good.
  • Notices how a person treats others before deciding to trust them with secrets.
  • Says no to a wrong plan with a friendly, clear sentence and suggests something else.
  • Gets to know at least one classmate outside their usual group.
  • Congratulates a friend sincerely when the friend succeeds.
In a group20 min
Three Kinds Sort

In small groups, students receive twelve short cards describing friendships (for example, 'We sit together because we're both on the bus,' 'She tells me when I'm being unfair,' 'We play the same video game'). They sort the cards into Aristotle's three kinds: useful, fun, and good. Then each group picks one useful or fun friendship card and writes how it could grow into a friendship of the good.

Afterward: Which kind of friendship lasts longest, and why?

With a friend15 min
Friend Interview: What Makes a Good Friend?

Two friends take turns interviewing each other with four questions: 'What is one thing a good friend always does?', 'What is something a good friend never does?', 'When did a friend help you be better?', and 'How can I be a better friend to you?' The listener writes down one answer to remember. They finish by each naming one thing they appreciate about the other.

Afterward: Did your friend's answers surprise you?

With someone not yet a friend15 min
Shared-Interest Search

Pick a classmate you do not know well. Plan three questions about interests before you start, such as 'What do you do after school?', 'What's a book or game you like?', and 'If you could learn any skill, what would it be?' Ask them at lunch or during a free period and look for one shared interest. Before the week ends, invite them to do that shared thing with you for a few minutes, even if it is just trading book recommendations.

Afterward: What did you find in common? What surprised you about this person?

With a friend10 min
Script Practice: Saying No and Staying Friendly

With a trusted friend, take turns reading pressure lines from a card ('Just send me the answers,' 'Don't tell your mom we went there,' 'Let's leave him out of the game'). The other person answers with one clear sentence and an alternative, such as 'I'm not doing that, but let's study together instead.' Practice until each of you can answer without hesitating.

On your own15 min
Friendship Journal: The Five Marks

Write the five marks of a good friend (loyal, truthful, kind, makes you better, glad at your good) down the side of a page. Next to each, write one time someone showed it to you and one time you showed it to someone else. Circle the mark you most want to grow in this month.

Encouragement: Name the thoughtful choice, for example: 'I noticed you said no to that plan and still kept things friendly. That takes real strength.'

Mature (about 14-18)

What to expect at this level
  • Uses Aristotle's categories and the five marks to reflect honestly on their own friendships without contempt for anyone.
  • Chooses close friends deliberately, judging before trusting and then trusting generously.
  • Steps back from a friendship that leads them wrong while staying courteous and praying for the person.
  • Builds at least one friendship across a difference of age, background, or interest.
  • Explains how charity as friendship with God shapes Christian friendship.
On your own30 min
Friendship Inventory

List the six to ten people you spend the most time with. For each, note which of Aristotle's three kinds best describes the friendship now, and which of the five marks you see in it. Do not write anything unkind; this is for clarity, not judgment. Then write a paragraph on two questions: Which friendship do I want to invest in more? And what kind of friend am I being to the people on this list?

Afterward: Did any answer surprise you? What is one change you will make this month?

With a friend30 min
Iron Sharpens Iron Conversation

With a close friend, read Proverbs 27:17 and the description of perfect friendship from Aristotle's Book VIII aloud. Then each of you answers: 'How has this friendship made me better?', 'Where could we push each other more toward good?', and 'What is one goal you want me to ask you about in a month?' Write down each other's goal and set a date to check in.

Afterward: What did it feel like to say these things out loud?

With someone not yet a friend45 min
Across the Difference

Choose someone you would not naturally become friends with: a student in a different grade, a classmate with very different interests, an older member of your church, or someone you find hard to get along with. Over two or three weeks, have at least three real conversations, using a shared task or interest as a starting point (Ruth and Naomi are a model of friendship across difference). Our Lord's words in Luke 6:32-35 about loving those who do not love us back are worth reading first. Afterward, write a reflection on what you learned about that person and about yourself.

Afterward: What did this person show you that your usual friends could not?

In a group40 min
Seminar: Can Bad People Be Friends?

Prepare by reading Aristotle's Book VIII, chapters on the three kinds, and the description of Cicero's Laelius in this unit. In seminar, discuss whether people who are doing wrong together are really friends, and what Aristotle means when he says only the good can be friends for one another's sake. Each student must cite one text and give one example from a novel, history, or ordinary life.

Afterward: Did the discussion change how you think about any friendship in literature?

At home with family30 min
Mentor Interview

Interview a parent, grandparent, or older adult about their longest friendship. Ask: 'How did you meet?', 'What kept you friends through changes?', 'Was there a time the friendship was tested?', and 'What would you tell me about choosing friends?' Write a one-page summary and share one insight with your class.

Encouragement: Affirm honest reflection more than conclusions: 'It took maturity to look at your friendships that clearly and still speak kindly of everyone.'

Friend and not-yet-friend practice

Every level has something to practice with a friend and something to practice with someone who is not yet a friend: a classmate you don’t know well, a newcomer, someone different from you, or someone you find difficult. “For if ye love them which love you, what reward have ye?” (Matthew 5:46, KJV).

Foundations

Mature

Role-plays

Just Send Me the Answers

Setup: It is 10:30 at night. A friend you really like texts: 'Bro I'm so dead, just send me your calc answers, nobody will know.' You have finished the homework yourself.

  • Role A: the friend who is stressed and pushing, a little hurt by a no.
  • Role B: the student who wants to stay loyal and honest at the same time.

Goal: Role B declines clearly without a lecture, offers real help (a quick call to explain one problem, or meeting early before class), and keeps the friendship warm.

Debrief

  • What did Role B offer instead of the answers?
  • How would Cicero's rule apply here?
  • What is the difference between helping a friend and covering for a friend?

The Fun New Crowd

Setup: A group of popular upperclassmen starts inviting you to sit with them. They are funny and exciting, but you notice they mock a quiet student in your class and make jokes about church. Your old friend asks why you have not been around.

  • Role A: the student who has been enjoying the new crowd.
  • Role B: the old friend, honest but not angry.
  • Role C (optional): a member of the new crowd who invites Role A to a party that weekend.

Goal: Role A thinks aloud about the three kinds of friendship, responds honestly to the old friend, and makes a choice that stays courteous to everyone while protecting their own character.

Debrief

  • Which kind of friendship was the new crowd offering?
  • How can you be friendly to people without letting them shape you?
  • What could Role A say to the old friend to repair things?

The Friend Who Tells the Truth

Setup: You have been complaining about a teacher to everyone. Your friend takes you aside and says, 'I think you're being unfair to her, and it's starting to make you sound bitter.'

  • Role A: the friend speaking a hard truth gently.
  • Role B: the student who feels stung and wants to defend themselves.

Goal: Role B moves from defensiveness to listening, thanks the friend, and considers whether the criticism is fair.

Debrief

  • Why is this friend showing loyalty, not disloyalty?
  • What made it hard to hear?
  • What could Role B say to show gratitude?

Discussion questions

  1. Aristotle says friendships of usefulness and pleasure dissolve when the use or pleasure ends. Is that always a loss? Can those friendships be good in their own way?
  2. Aristotle claims that 'a desire for Friendship may arise quickly but not Friendship itself.' What does it take for a friendship to become real? How does social media make this harder or easier?
  3. Cicero says friendship is possible only among the good. Does this mean a Christian should have no friends who are not believers? How do Jesus' friendships with tax collectors and sinners fit?
  4. Seneca tells Lucilius to judge before friendship is formed and trust after. What are the risks of doing it the other way around?
  5. Montaigne explains his friendship with La Boétie by saying 'because it was he, because it was I.' Is friendship ultimately beyond explanation? What would Aristotle say?
  6. Augustine looked back on his grief and decided friends should be loved in God. What do you think he meant, and how might that change the way you love your friends?
  7. How do David and Jonathan, and Ruth and Naomi, show the five marks of a good friend? Which mark is most striking in each story?
  8. C. S. Lewis pictures friends side by side, looking at the same thing. What are you and your closest friends looking at together?

Memory work

“Iron sharpeneth iron; so a man sharpeneth the countenance of his friend.”
— Proverbs 27:17 (KJV)

The Great Tradition

Aristotle, Nicomachean Ethics, Book VIII

Aristotle divides friendship into three kinds by motive: usefulness, pleasure, and goodness. The first two dissolve when their cause disappears, while friendship between good people lasts because goodness is stable. He adds that such friendships are rare and require long time together before trust is earned.

“a desire for Friendship may arise quickly but not Friendship itself.”
— Aristotle, The Nicomachean Ethics, Book VIII, ch. 5 (Chase numbering; Bekker ch. 3), trans. D. P. Chase

Cicero, On Friendship (Laelius de Amicitia)

In Cicero's dialogue, Laelius speaks of his friendship with the great general Scipio. He defines friendship as agreement in all things human and divine, joined with goodwill and affection, and holds that it can exist only among good people. His first law of friendship is that we should neither ask friends to do wrong nor do wrong at a friend's request.

Seneca, Moral Letters to Lucilius, Letter III

Seneca warns his younger friend not to call everyone 'friend' casually. He advises careful judgment before admitting someone to friendship, and then wholehearted trust afterwards. This is a practical order for students: be slow to give your confidence and generous once it is given.

“When friendship is settled, you must trust; before friendship is formed, you must pass judgment.”
— Seneca, Letters from a Stoic, Epistle III, trans. Richard M. Gummere

Augustine, Confessions, Book IV

Augustine describes the death of a close friend from his youth and the darkness of his grief. He also remembers the simple joys of friendship: talking, laughing, reading, and even disagreeing kindly. He concludes that friends are loved most securely when they are loved in God.

“to talk and jest together, to do kind offices by turns; to read together honied books”
— Augustine of Hippo, Confessions, Book IV, trans. E. B. Pusey

Michel de Montaigne, Of Friendship (Essays, Book I)

Montaigne writes of his friendship with Étienne de La Boétie, which he calls a union so complete that he cannot fully explain it. He distinguishes this rare friendship from ordinary friendships, in which he says one should still walk with prudence. The essay shows both the height friendship can reach and the caution needed in most acquaintances.

“because it was he, because it was I.”
— Michel de Montaigne, On Friendship, Book I, ch. 27, Of Friendship, trans. Charles Cotton

Thomas Aquinas, Summa Theologica, II-II, Q. 23

Aquinas teaches that charity is a friendship between man and God, founded on God's sharing of His happiness with us, and he draws on Aristotle and on Christ's words in John 15. Because charity loves God first, it extends to everyone God loves, including those who are not yet our friends. Human friendship is then a school for this larger love.

C. S. Lewis, The Four Loves (1960)

Lewis treats friendship as one of four kinds of love, alongside affection, romantic love, and charity. He pictures friends as standing side by side, absorbed in some common interest or truth, and notes that friendship is often born when one person discovers another who sees the same thing. He also warns that a group of friends can harden into a proud inner circle, so friendship needs humility and an open door.

Scripture

Proverbs 13:20

The people we walk with shape who we become. This is a call to choose close companions wisely, not to look down on anyone.

“He that walketh with wise men shall be wise: but a companion of fools shall be destroyed.”
— Proverbs 13:20 (KJV)

1 Corinthians 15:33

Paul quotes a proverb to warn the Corinthians that close company with those who mock the truth will wear down their own character.

“Be not deceived: evil communications corrupt good manners.”
— 1 Corinthians 15:33 (KJV)

Proverbs 18:24; 27:17

Friendship asks something of us: we must be friendly to have friends. And the best friend is not only pleasant but sharpening, like iron on iron, and steadier than family in hard times.

“there is a friend that sticketh closer than a brother.”
— Proverbs 18:24 (KJV)

1 Samuel 18:1-4

Jonathan, heir to the throne, loves David as himself and gives him his robe and weapons. Their friendship is built on shared faith and admiration, not advantage.

“the soul of Jonathan was knit with the soul of David, and Jonathan loved him as his own soul.”
— 1 Samuel 18:1 (KJV)

Ruth 1:16-17

Ruth binds herself to Naomi across differences of age and nation, choosing loyalty when leaving would have been easier.

“whither thou goest, I will go; and where thou lodgest, I will lodge: thy people shall be my people, and thy God my God”
— Ruth 1:16 (KJV)

For parents and teachers

  • Talk about your own friendships out loud: how you met a close friend, what keeps you close, and a time a friend told you a hard truth. Children learn what friendship looks like mostly by watching.
  • When a child's friendship worries you, ask questions before giving verdicts: 'How does she treat other kids?' 'How do you feel about yourself after you're together?' Let the child reach conclusions with your help.
  • Make your home an easy place for good friendships to grow: welcome friends for meals, games, and projects, which gives you a chance to know them.
  • If a child must step back from a friend, help them do it gently and without gossip, and keep praying together for that friend.

For Families

Your own friendships, the lasting ones and the ones that went wrong, are some of the best teaching material you have. Children are glad to hear both.

Questions children can ask their parents

  1. Who was your best friend growing up? What made them a good friend?
  2. Are you still in touch with any friends from childhood? How has the friendship lasted?
  3. Did you ever have a friend who pulled you toward trouble? How did you realize it?
  4. What did your parents tell you about choosing friends?
  5. Who was a friend that made you a better person, and how?
  6. How did you and your closest friend today first become friends?

Questions parents can ask their children

Foundations (about 6-9)
  1. What makes someone a good friend?
  2. Who shares with you? Who do you share with?
  3. What does a good friend do when the other friend is sad?
  4. What is your favorite thing to do with your friend?
Developing (about 10-13)
  1. Which of your friends makes it easier for you to do the right thing?
  2. How can you tell the difference between a real friend and someone who's just fun to be around?
  3. What do David and Jonathan show us about being friends?
  4. Has a friend ever asked you to do something you knew was wrong? What did you do?
  5. What would you look for in a new friend?
Mature (about 14-18)
  1. Aristotle wrote that some friendships rest on usefulness, some on pleasure, and the best on goodness. Which kinds do you have?
  2. If you were in real trouble, which friend would you call? Why that person?
  3. Is there a friendship that's changing as you get older? How do you feel about it?
  4. What do you hope your friends would say you've helped them become?
  5. How would you tell a friend a hard truth without losing the friendship?

Things to do together

From this unit’s levels:

Together20 min
Friendship story swap

A parent tells the story of a childhood friend: how you met, a good day together, a hard moment, and what became of the friendship. Then the child tells about a friend of their own in the same four parts. Together, name one thing both friendships had in common that made them good. Teenagers may enjoy hearing a parent's story of a friendship that ended and what was learned.

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