Tools for Change: An Educator's Resource Site

Author(s): David A. Wolfe PhD, Debbie Townsley B.A., B.Ed., Claire Crooks PhD, Ray Hughes M.Ed., Peter Jaffe PhD, and Debbie Chiodo Ma, M.Ed.

Publisher: Available through the Centre for Prevention Science, funded by RBC Investments, Royal LePage Shelter Foundation, Legate and Associates, and the Thames Valley District School Board.

Type of Resource: The Fourth R is a comprehensive school-wide approach to violence prevention. All versions of The Grade Nine Resource include 3 unit plans (21 or more lesson plans) that target the Ontario Ministry of Education Healthy Living Curriculum. The program also includes blackline masters, overheads, videos of role play scenarios, and posters.

Target Grades: 9 (could be easily adapted for use in grades 8-11)

Canadian Resource? Yes

Resource formally evaluated? Yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? Wolfe, D., Crooks, C., Hughes, R., Jaffe, P., & Chiodo, D. (2005).  The Fourth R: A Relationship –based approach to preventing violence and associated risk behaviours in schools and communities (Available from David Wolfe, 100 Collip Circle, Suite 100, London, ON, N6G 4X8).

Subject Areas:Healthy Active Living, Individual and Family Living

 

Healthy Active Living Education, Grade 9, Open (PPL1O)

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• explain the consequences of sexual decisions on the individual, family, and community;
• demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);
• identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).

Living Skills - Overall Expectations

• use appropriate decision-making skills to achieve goals related to personal health;
• explain the effectiveness of various conflict resolution processes in daily situations;
• use appropriate social skills when working collaboratively with others.

Healthy Active Living Education, Grade 10, Open (PPL2O)

Healthy Living - Overall Expectations

• explain strategies to promote positive lifestyle choices and relationships with others;
• demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;
• demonstrate understanding of the issues and coping strategies related to substance use and abuse;

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• demonstrate understanding of conflict resolution, anger management, and mediation;
• use appropriate social skills and positive attitudes when interacting with others.

Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O)

Self and Others - Overall Expectations

• describe the characteristics of human growth and development in adolescence, and explain their influence on the behaviour and needs of young people;
• analyse strategies to develop and maintain effective relationships;
• Personal and Social Responsibilities - Overall Expectations
• demonstrate an understanding of their growing rights and responsibilities in relation to their family, as well as their emerging independence from their family;
• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
• understand and apply a variety of problem-solving and decision-making skills, grounded in psychological and sociological studies, to family and social problems;

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• personal growth in and through relationships (C)
• how healthy relationships support a healthy sense of well-being (C)
• differentiate between healthy/equal relationships and relationships that are negative/unequal (C)
• how the nature of relationships are characterized by growth and change (C)
• increase awareness of how actions and choices impact the well being of others (C)
• increase awareness of how actions/choices of others impact personal well-being (C)

This resource provides opportunities for students to acquire skills by allowing students to:

• explore relationships from personal perspectives and experiences (C)
• define values of healthy, supportive and caring relationships (C)
• develop personal self-awareness and understanding of well-being (C)
• develop and practice mutual empathy (C)
• identify and practice values of mutual respect (C)
• express personal feelings, thoughts, and experiences (C )
• opportunity for classmates to respond empathetically and respectfully (C)

Exploring Social Relations of Violence, Oppression and Equality

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence (C)
• a gender analysis of social relations (C)
• Recognizing and understanding oppression on the basis of gender and other forms of inequality (i.e., race, culture, socioeconomic status, education, geographic location, ability/disability, etc.) (O)
• multiple forms and contexts of violence (C)
• varied forms of violence in different contexts (i.e., home, school, community, media etc.) (C)
• the difference between “power over” and “power with” (O)
• the social relations of equality, inclusion, acceptance and empowerment (O)

This resource provides opportunities for students to acquire skills by allowing students to:

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives (C)
• explore gendered aspects of their social identities, relationships and experiences (C)
• explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions (O)
• personalize knowledge of social relations of oppression and empowerment (O)
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change (O)

Exploring Identity, Gender, and Diversity

This resource shares knowledge with students about:

• social identities, relationships, and experiences within the context of multiple social relationships and structures of inequality (vulnerability vs. privilege) (O)
• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals (O)
• building an understanding of “differences” on the basis of gender, race socioeconomic status, ability/disability, sexual orientation, language, culture, education, etc. in ways that enable students to move away from thinking in terms of “better than/worse than” (O)

This resource provides opportunities for students to acquire skills by allowing students to:

• identify, explore, and name their own identities, experiences, and values (C)
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers (C)
• explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest (O)
• engage with and learn from differences and diversity (O)
• express, learn from, and build multiple perspectives on social experiences and diversity (O)

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective (C)
• strategies for personal and/or social change for the promotion of healthy and equal relationships (C)
• conflict resolution and anti-violence strategies (C)
• choices and actions that promote mutual empowerment and respect (C)
• where and how to seek out help and support (C)

This resource provides opportunities for students to acquire skills by allowing students to:

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school (C)
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships (C)
• Experience and practice how to resolve conflict positively (C)
• Opportunity for the development of supportive connections between students and teachers/adults (C)

Structure and Format:

• Research-based introduction
• Evaluation of the resource (e.g., formal research on the effectiveness of the program)
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource
• Accommodations for exceptional students indirectly identified

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Demonstration
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Presentations
• interviewing
• brainstorming
• Conferencing: peer and student-teacher

Indirect Instruction

• Guided teacher-directed inquiry
• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios
• Community-based learning opportunities

Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Use of graphic organizers (e.g. Venn diagrams, mind maps, tables)
• Opportunities to use computer/information literacy skills
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Integration of Multiple Intelligences theory to learn and demonstrate their learning
• Oral and written reflection/journal writing

Assessment Methods:

Pencil and Paper:

• Quizzes
• Tests
• Reports
• Checklists
• Rubrics

Demonstration/Performance:

• Class
• School and community-based projects
• Skills demonstrations
• Role playing
• Organizing events
• Simulations

Personal Communication:

• Student-teacher conferences
• Interviews

Other:

• Parent involvement – letters home to explain program/units
• Parent involvement – strategies to transfer learning at home
• Staff training
• School-wide connections

The Fourth R (the R stands for Relationship skills) is based upon the contention that relationship skills should be taught in school alongside Reading, wRiting, and aRithmetic. This Grade 9 Health Curriculum is truly a comprehensive three-unit/21-lesson program for teaching healthy living at the Grade 9 level, including a gender and diversity analysis and a healthy relationships focus. This program weaves the theme of Healthy Relationships throughout content units on Personal Safety and Injury Prevention in Peer and Dating Relationships, Healthy Growth and Sexuality, and Substance Use and Abuse. Each unit provides students with multiple opportunities to gain knowledge and skills, and to practice skills through role play and realistic scenarios. The program met every expectation of our evaluation on content, and almost every expectation in terms of pedagogy.

The Fourth R is teacher-friendly because it provides a clear scope and sequence of lessons, it is scripted, it offers teachers multiple options for activities in almost every lesson, and it identifies ways in which teachers might alter lessons to meet the needs of various student groups, depending on knowledge gaps or background. Although this program does not have journals, portfolios, or parent information sessions built into its pedagogy, it easily lends itself to these activities.

There are five other resources that accompany this Grade 9 resource which together provide the comprehensive whole-school approach of the program. The other resources include: 1) A Relationship-Based Program for Grade 10 English, 2) a Youth Safe Schools Committee Manual, 3) a Parent Manual and Parent Newsletters, 4) an Adaptation of the Grade 9 Health Curriculum for use with Aboriginal Students, and 5) an Adaptation of the Grade 9 Health Curriculum for use with Students in Alternative Schools. Overall, The Fourth R is an excellent, comprehensive, teacher-friendly resource with a healthy relationships focus, gender analysis, and a strong pedagogy.