Tools for Change: An Educator's Resource Site

Author(s): Gabrielle Maillet & Eva LeBlanc

Publisher: The Coalition Against Abuse in Relationships (CAAR)

Type of Resource: Reference binder, list of videos to use with program, script for play, script for introduction speeches for each topic. Program can be implemented either through small group sessions, classes, or in a large assembly format.

Target Grades: 9-12

Canadian Resource? Yes

Resource formally evaluated? Yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? http://www.unbf.ca/arts/CFVR/documents/PSTFinalReportJanuary2007E.pdf

Subject Areas:Healthy Active Living, Career Studies, Individual and Family Living, English, Learning Strategies

Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLS1O/GLE1O/GLE2O)

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• Career Studies, Grade 10, Open (GLC2O)
• Personal Management - Overall Expectations
• demonstrate effective use of interpersonal skills within a variety of settings.
• Healthy Active Living Education, Grade 9, Open (PPL1O)
• Healthy Living - Overall Expectations
• identify the factors that contribute to positive relationships with others;
• 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;

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 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;
• Social Challenges - Overall Expectations
• analyse how a changing society affects individuals and families;
• Social Science Skills - Overall Expectations
• demonstrate effective collaborative group skills.

English, Grade 9, Academic (ENG1D)

Language - Overall Expectations

• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

English, Grade 10, Academic (ENG2D)

Language - Overall Expectations

• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

Content

(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-O
• differentiate between healthy/equal relationships and relationships that are negative/unequal-C
• how the nature of relationships are characterized by growth and change-O
• 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-O

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

• explore relationships from personal perspectives and experiences-O
• define values of healthy, supportive and caring relationships-O
• develop personal self-awareness and understanding of well-being-O
• identify and practice values of mutual respect-O
• express personal feelings, thoughts, and experiences-depends on how program is delivered
• opportunity for classmates to respond empathetically and respectfully-depends on how program is delivered

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-O
• a gender analysis of social relations-O
• Recognizing and understanding oppression on the basis of gender-O
• multiple forms and contexts of violence-O
• 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 -O
• explore gendered aspects of their social identities, relationships and experiences-O
• 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 structure of inequality (male /female situations)-C
• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals (related to female/ male situations)-C
• building an understanding of “differences” on the basis of gender, in ways that enable students to move away from thinking in terms of “better than/worse than”-C

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

• develop an understanding and respect for the identities, experiences, and values of their classmates/peers (of the opposite sex)-O
• Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• strategies for personal and/or social change for the promotion of healthy and equal relationships.-O
• conflict resolution and anti-violence strategies-O
• choices and actions that promote mutual empowerment and respect-O
• where and how to seek out help and support-O

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

Structure and Format:

• 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

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
• Presentations
• brainstorming

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.

Assessment Methods:

Pencil and Paper:

• Quizzes
• Checklists

Demonstration/Performance:

• Class
• School and community-based projects
• Role playing

Other:

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

Possibility of any or all of the above, dependent upon the delivery strategy chosen (small group, classroom, or large auditorium)

This resource offers information about dating violence, date rape, the cycle of violence, and gives an outline of what healthy male/female relationships are like. It also offers some statistics about the incidence of different types of violence, but the statistics are dated 1997. The resource provides scripted introductory speeches about each topic, with the option to write your own introductions (suggestions are given). The program provides a list of videos to be used in conjunction with the speeches. A scripted play is also included about dating violence, and requires four female, and four male participants. Handouts are included with information about violence, date rape, and healthy relationships. The kit also includes student evaluation forms so they can provide feedback to facilitators about their experience with the program. Information is also given about varied ways in which the program could be delivered (i.e., within school system, by community service programs, by non-profit organizations, members of the justice system, church groups, and more).