Appreciation Messages
Purpose: The “Appreciation Messages” activity encourages participants to give and receive positive feedback within the group, creating a supportive and respectful atmosphere. Through the exchange of appreciation messages, participants reflect on their strengths and contributions while learning to recognize and value the positive qualities of others.
Issue addressed: Young people, especially those from vulnerable or complex backgrounds, may struggle with low self-esteem, negative self-image, or difficulties in recognizing their own strengths. In some groups, communication patterns may also include criticism or negative interactions, which can affect group cohesion and increase the risk of conflict or bullying.
Relevance to mental health: Positive feedback and recognition from peers can strengthen self-esteem, emotional resilience, and a sense of belonging. Activities that encourage empathy, appreciation, and supportive communication contribute to psychosocial health literacy and help create a group environment where participants feel valued and respected.
Intended change: The activity aims to:
- Increase participants’ self-esteem and positive self-image;
- Help participants recognize and internalize their personal strengths and qualities;
- Develop empathy and emotional awareness by reflecting on the positive qualities of others;
- Strengthen communication skills related to expressing appreciation and positive feedback;
- Promote mutual respect, kindness, and supportive group relationships.
Context of pilot implementation
This activity was implemented as part of pilot actions carried out within the MEET project by project partners from Bosnia and Herzegovina and Slovenia. At the premises of the Association Amica Educa, a project partner based in Tuzla, Bosnia and Herzegovina, an in-person session was held with a group of 11 NEET young people, including two male and nine female participants. The session was facilitated by a trainer with the support of a mentor. The session followed an interactive format combining group discussion, individual reflection, and demonstration. Participants engaged in giving and receiving appreciation messages as a way to explore positive communication, empathy, and recognition of personal strengths. The activity was implemented in a supportive and non-formal learning environment that encouraged mutual respect, emotional expression, and positive group interaction. In Slovenia, the PRIZMA Foundation for Improvement of Employment Possibilities implemented this activity in primary schools with 9th-grade students (aged 14–15). The sessions were conducted in person and facilitated by trained psychologists, with the support of school staff. The activity was integrated into the workshop module on social relations and empathy (“Real Talk: Friends, Drama & Boundaries”) and focused on the use of appreciation messages as a tool for strengthening positive communication and peer relationships. The session followed an interactive and experiential format, combining individual reflection and peer-based activities. Participants were invited to write appreciation messages for each of their classmates, focusing on personal strengths, values, and positive qualities beyond physical appearance. This exercise aimed to promote empathy, mutual respect, and awareness of the importance of positive feedback in relationships.
Theoretical background
Positive feedback and recognition from peers play an important role in the development of self-esteem, emotional well-being, and healthy social relationships. When young people receive genuine appreciation from others, they are more likely to recognize their own strengths and develop a more positive self-image. Many young people, especially those from vulnerable or complex backgrounds, may have limited opportunities to receive constructive and supportive feedback about their personal qualities. As a result, they may focus more on their perceived weaknesses than on their strengths. The “Appreciation Messages” activity uses a simple but powerful group exercise to promote positive communication and mutual support. By writing appreciation messages to one another, participants reflect on the positive qualities of their peers while also receiving affirming feedback about themselves. This process encourages empathy, strengthens interpersonal relationships, and helps create a supportive group environment where participants feel valued and respected. Through this activity, participants develop greater emotional awareness, communication skills, and resilience, while also reinforcing a culture of kindness and mutual respect within the group.
Target group
- Age: 12+ years (also adaptable for adults)
- Profile: general youth population, NEET young people, youth from vulnerable backgrounds, youth with complex life experiences
- Context: non-formal or formal education settings (educational activities, workshops, training sessions).
Context of use
Location: School, NGOs, youth centers, community centers, psychosocial support programs, etc.
Types of skills and dimensions addressed:
- Socio-emotional skills: emotional awareness, empathy, recognition of personal strengths.
- Relational skills: positive communication, expressing appreciation, building trust and mutual respect.
- Self-development skills: self-esteem, self-reflection, personal growth and resilience.
- Group cohesion skills: strengthening social connections, creating a supportive and respectful group environment.
Activity description – step by step
Step 1: Introduction
Duration: 5 – 7 minutes
Procedure: The facilitator begins by introducing the purpose of the exercise: to share genuine appreciation within the group. Participants are encouraged to recognize and acknowledge the strengths, efforts, and positive qualities of others. The facilitator explains that the activity is an opportunity not only to give appreciation but also to discover or reconnect with their own positive qualities through the feedback they receive from others. The facilitator also reminds participants that appreciation messages should be respectful, sincere, and focused on positive qualities, strengths, or contributions.
Note: This activity is most effective when participants already know each other to some extent and have previously interacted in group activities. A basic level of trust and familiarity helps participants feel more comfortable giving and receiving appreciation messages.
Table 1. Actions – Step 1.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
| Introduce the purpose of the activity. | Listen to the instructions. |
| Explain the importance of recognizing positive qualities in others. | Reflect on the positive qualities of other participants. |
| Encourage participants to write sincere and respectful appreciation messages. |
Reflection: This step prepares participants for the activity by encouraging a positive and respectful mindset. It also helps establish a supportive atmosphere in which participants feel comfortable both giving and receiving appreciation.
Step 2: Writing Appreciation Messages
Duration: 15 – 20 minutes
Procedure: Each participant receives a blank sheet of paper and a pen or marker. With the help of other participants, the paper is taped to each participant’s back. In Slovenia a mirror was drawn with the name of the participant receiving the feedback at the top. Participants then move around the room and write positive appreciation messages on each other’s papers. Messages may include recognition of personal traits, qualities, or actions that positively influence the group.
Note: Encourage participants to write specific and meaningful appreciation messages rather than general compliments. Specific feedback helps participants better connect with the positive qualities being recognized. Examples may include recognizing kindness, creativity, perseverance, or the positive impact someone has on the group. It is also important to encourage students that if they notice someone not following the instructions or writing something unkind, they can cross it out—this promotes active resistance to disrespectful behaviour and peer violence. Since peer perception is especially important to young people, clearly disparagement of such behaviour by peers can have a strong positive impact.
Table 2. Actions – Step 2.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
| Provide paper, pens, and tape. | Attach paper to their backs with the help of others. |
| Ask participants to help each other attach paper to their backs. | Move around the room and write appreciation messages on their peers’ papers. |
| Encourage participants to write specific and meaningful appreciation messages and not be unkind. | |
| Monitor the process and ensure respectful interactions. |
Reflection: This step encourages participants to observe and acknowledge the strengths and positive qualities of others. Writing appreciation messages promotes empathy, positive communication, and mutual respect within the group.
Step 3: Connecting to the Messages
Duration: 10 minutes
Procedure: After everyone has written appreciation messages, participants return to their seats and remove the paper from their backs. Participants are invited to read the messages written by their peers and take a moment to reflect on their thoughts and feelings as they read them. Participants who feel comfortable may share some of the messages they received and describe how they felt while reading them. Sharing is voluntary and participants may choose to keep their reflections private.
Table 3. Actions – Step 3.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
| Invite participants to read the messages written on their papers. | Read the appreciation messages written by their peers. |
| Encourage reflection on their thoughts and emotions. | Reflect on their thoughts and feelings. |
| Remind participants that sharing is voluntary. | Share their experiences if they feel comfortable. |
Reflection: Receiving appreciation messages can strengthen participants’ self-esteem and help them recognize qualities and strengths that they may not have previously noticed in themselves.
Step 4: Group Reflection
Duration: 8 – 10 minutes
Procedure: The facilitator guides a group discussion about the experience of giving and receiving appreciation messages. Participants are invited to reflect on questions such as:
- How did it feel to receive positive appreciation?
- Did the messages you received align with how you see yourself?
- Did you learn something new about yourself?
- How did it feel to give appreciation to others?
- Did you notice new qualities or strengths in your peers (that you hadn’t fully appreciated or perceived before)?
Table 4. Actions – Step 4.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
| Facilitate group reflection using guiding questions. | Reflect on the experience of giving and receiving appreciation. |
| Encourage voluntary participation in the discussion. | Share thoughts and insights if they feel comfortable. |
| Ensure a respectful and supportive discussion environment. |
Reflection: This discussion helps participants process their experience and reinforces the importance of recognizing both their own strengths and the strengths of others.
Step 5: Closing
Duration: 3 – 5 minutes
Procedure: The facilitator summarizes the main insights from the activity, emphasizing the importance of recognizing personal strengths and appreciating the positive qualities of others. Participants are encouraged to keep their appreciation messages as a reminder of their strengths and the positive impact they have on others.
Table 5. Actions – Step 5.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
| Summarize key takeaways from the activity. | Reflect on the experience and keep their appreciation messages. |
| Highlight the importance of mutual respect, appreciation, and positive communication. |
Reflection: The closing step reinforces the value of appreciation and encourages participants to carry forward a more supportive and respectful way of interacting with others.
Required Materials:
- Blank A4 paper (one for each participant)
- Pens or markers
- Paper tape (for attaching the paper to backs).
Possible Adaptations:
The activity can be adapted depending on the age, group dynamics, and the level of familiarity among participants.
- For younger participants or groups who may find it difficult to express appreciation, the facilitator may provide examples of appreciation messages to help participants formulate meaningful compliments.
- When working with vulnerable individuals or groups, facilitators may provide additional support and allow participants to participate at their own pace.
Impact Evaluation of the Activity
| Indicator | Evaluation method |
|---|---|
Increased awareness of personal strengths and positive qualities | Short reflection questions at the end of the activity |
Improved ability to express appreciation and recognize strengths in others | Self-assessment statements rated on a scale (1–5) |
Increased sense of belonging and positive group interaction | Reflection questions about the experience of giving and receiving appreciation |
| Increased self-confidence and positive self-image. | Self-assessment statement in the post-activity questionnaire. |
Trainer's reflection
Notes on:
- Level of group engagement and willingness to participate in writing appreciation messages
- Overall group atmosphere and whether participants felt comfortable giving and receiving compliments
- Range of emotional reactions when participants read the appreciation messages they received
- Quality and specificity of appreciation messages (whether participants moved beyond generic compliments)
- Group dynamics and the extent to which the activity contributed to trust, respect, and positive interaction within the group.
Reactions observed during the pilot activity
Bosnia and Herzegovina: Participants showed a very high level of engagement throughout the activity. They responded positively to both giving and receiving appreciation messages and actively participated in the process with openness and enthusiasm. The activity supported participants in recognizing and internalizing their positive qualities and strengths through receiving genuine recognition from others. Many reported that this experience strengthened their self-esteem and self-confidence, while also helping them become more aware of their own contributions and personal qualities. Participants also appreciated the opportunity to express positive and supportive messages to others. They appeared to enjoy the process of offering kind words and recognizing the strengths of their peers, which contributed to a warm, respectful, and cohesive group atmosphere. At the end of the activity, participants showed strong positive emotional reactions to the messages they received. Several shared that they had learned something new about themselves and described the experience as empowering and motivating. Their responses included statements such as: “Until now, I never even thought that others see me in this way” and “It’s really me!” The activity also encouraged participants to listen more attentively, observe one another more carefully, and connect more meaningfully, which strengthened the overall group dynamic. No significant challenges were observed during the session.
Slovenia: Participants responded very positively to the appreciation message activity, which proved to be emotionally impactful. Many students reported feeling good and valued when receiving positive messages from their peers, and the exercise created a meaningful moment of reflection on how rarely appreciation is openly expressed in everyday interactions. The activity contributed to a more supportive and connected group atmosphere, strengthening peer relationships through recognition and validation. At the same time, some challenges were observed, as a few participants initially engaged in inappropriate or negative commenting. While this required immediate facilitation and reinforcement of clear guidelines, it also provided valuable insight, as it revealed forms of peer-to-peer disrespect or bullying that some schools had not previously identified. In this sense, the activity can also serve as a useful tool for gaining deeper understanding of group dynamics. Overall, the reactions confirmed both the strong positive impact of the activity and the need for a safe, well-guided environment when addressing emotionally sensitive topics with adolescents.
Risks and warnings
While the activity is generally safe and positive, facilitators should consider several aspects related to physical and emotional safety.
Physical safety: Participants should give consent before attaching paper to their backs or writing on someone’s paper. Some participants may prefer an alternative approach, such as holding the paper.
Emotional safety: Facilitators should emphasize that appreciation messages must remain respectful, supportive, and positive. Participants should be reminded to avoid jokes, sarcasm, or comments that could be misunderstood or hurtful. Some individuals may feel uncomfortable receiving compliments, particularly if they struggle with low self-esteem. Facilitators should create a supportive atmosphere where participation is encouraged but not forced. Prepare to provide emotional support if needed. Remind all participants of the importance of confidentiality and respect in the activity.
Inclusivity and sensitivity: Ensure that the activity is inclusive of all participants, including those with physical disabilities, different cultural backgrounds, or mental health considerations. Facilitators should remain aware of cultural differences in how compliments and appreciation are expressed. What is considered positive feedback in one cultural context may feel uncomfortable in another. Special attention should be given when working with vulnerable participants or groups, ensuring sensitivity to their experiences and providing additional support if needed.
Supervision and support: Facilitators involved should monitor interactions during the activity and address any issues that may arise. This is especially important if the group includes youth who may be more vulnerable. After the activity, a brief check-in with participants can help ensure that everyone feels comfortable and supported.
