Tools for Change: An Educator's Resource Site

Author(s): Julia V. Taylor

Publisher: Susan Bowman

Type of Resource: This type of resource is for relationally aggressive girls and includes suggestions, lessons, interactive activities and reproducible handouts.

Target Grades: 5-12

Canadian Resource? No

Resource formally evaluated? No

What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)

Subject Areas:language, the arts, health and physical education, science and technology, social studies, religion and family life, career studies, healthy active living, learning skills, individual and family living, English

GRADE FIVE

Language: Writing

Use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings)

Language: Reading

Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Language: Oral and Visual Communication

Ask and answer questions on a variety of topics to acquire and clarify information

Express and respond to ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse media works

Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.

Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group

Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations

The Arts: Drama and Dance

Describe, orally and in writing, their response to their own and others’ work in drama and dance, gather others’ responses (e.g., through interviews, research), and compare the responses

Demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama

Solve problems in drama and dance individually and in groups (e.g., negotiate the “best” ending to an improvisation), and evaluate the solutions

Health and Physical Education: Healthy Living

Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)

Identify strategies to deal positively with stress and pressures that result from relationships with family and friends

Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers

Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others

Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)

Catholic Education Religion and Family Life

Religion:

• right and wrong choices; consequences and responsibilities

Family Life:

• changes within the family and friendships
• choices, responsibility and consequences, commitment
• community, signs of a good community

GRADE SIX

Language: Writing

Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Language: Oral and Visual Communication

Make reports, describe and explain a course of action, and follow detailed instructions

Ask and answer questions to obtain and clarify information

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse media works

Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations

Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)

Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)

Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution

Evaluate drama and dance performances, with reference to their own experiences in daily life

Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources

Health and Physical Education: Healthy Living

Use basic prevention and treatment skills (e.g., first aid) to help themselves and others

Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships

Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)

Health and Physical Education: Active Participation

Follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills

Science and Technology: Life Systems: Diversity of Living Things

Identify inherited characteristics (e.g., eye colour, hair colour) and learned characteristics (e.g., habits of cleanliness)

Catholic Education Religion and Family Life

Family Life:

• valuing human life through the five stages
• effective behaviours and emotions in relationships
• code of behaviour, positive and negative influences in relationships

GRADE SEVEN

Language: Writing

Communicate ideas and information for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and develop their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Ask questions and discuss different aspects of ideas in order to clarify their thinking

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse and interpret media works

Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners

Listen and respond constructively to alternative ideas or viewpoints

Express ideas and opinions confidently but without trying to dominate discussion

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others’ work in drama and dance, using criteria developed by the class

Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective

Describe attitudes and skills needed to organize and perform a group theatrical work

Health and Physical Education: Healthy Living

Explain how harassment relates to personal safety

Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations

Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)

Identify people and resources that can support someone experiencing harassment

History: Conflict and Change

Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts

Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community

Catholic Education Religion and Family Life

Religion:

• moral decision-making

Family Life:

• self respect equals the respect of others
• changing relationships in adolescence
• changing human relationships
• freedom and responsible decision making
• exploring the social nature of humans in community

GRADE EIGHT

Language: Writing

Communicate ideas and information for a variety of purposes (to evaluate information, to compare points of view) and to specific audiences, using forms appropriate for their purpose (e.g., a survey soliciting opinions on an environmental issue) and features appropriate to the form (e.g., focused questions)

Language: Reading

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and broaden their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse and interpret media works

Use tone of voice and body language to clarify meaning during conversations and presentations

Contribute collaboratively in group situations by asking questions and building on the ideas of others

Work with members of their group to establish clear purposes and procedures for solving problems and completing projects

The Arts: Drama and Dance

Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group

Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices

Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations

Produce pieces that deal appropriately with youth problems

Health and Physical Education: Healthy Living

Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being

Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance

Analyse situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety

Identify support services (e.g., the school guidance department, shelters, Kid’s Help Phone) that assist victims of violence, and explain how to access them

Describe causes and symptoms of stress and positive ways (as opposed to substance use) to relieve stress

Apply the steps of decision-making process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors

Health and Physical Education: Active Participation

Demonstrate respectful behaviour towards the feelings and ideas of others

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect, respect for others, service in the community

Family Life:

• developing our gifts
• conflict resolution
• building a loving, just community and exploring social issues

Developing Learning Skills and Strategies Grade 10

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• assess their interpersonal and teamwork skills and strategies, and explain how those skills requiring further development affect their learning;
• demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Personal Management - Overall Expectations

• identify their interests, strengths, and needs, and describe how these influence their decisions about education and work;
• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;

Preparation for Transitions and Change - Overall Expectations

• identify changes and transitions that take place in their lives, and describe strategies to effectively manage these changes;

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;

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 9/10, 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;
• demonstrate a growing awareness of the need to be responsible and to contribute to the family.

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;

English, Grade 9, Academic (ENG1D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• 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 knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• 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.

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

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships
• How healthy relationships support a healthy sense of well-being
• Differentiate between healthy/equal relationships and relationships that are negative/unequal
• How the nature of relationships are characterized by growth and change
• Increase awareness of how actions and choices impact the well being of others
• Increase awareness of how actions/choices of others impact personal well-being

Skills

• Explore relationships from personal perspectives and experiences
• Define values of healthy, supportive and caring relationships
• Develop personal self-awareness and understanding of well-being
• Develop and practice mutual empathy
• Identify and practice values of mutual respect
• Express personal feelings, thoughts, and experiences
• Opportunity for classmates to respond empathetically and respectfully

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment
• Develop understanding of the difference between “power over” and “power with”
• Knowledge about the social relations of equality, inclusion, acceptance and empowerment

Skills

• Explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions.

Exploring Identity, Gender, and Diversity

Skills

• Opportunity for students to identify, explore, and name their own identities, experiences, and values
• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers
• Opportunity for students to engage with and learn form differences and diversity

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships.
• Engagement in learning conflict resolution and anti-violence strategies
• Gain in knowledge about choices and actions that promote mutual empowerment and respect

Skills

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships
• Experience and practice how to resolve conflict positively

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

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

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

Interactive Learning

• Small group discussion/debriefing
• interviewing
• brainstorming

Indirect Instruction

• Guided teacher-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Teaching and Learning Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• 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
• Checklists

Demonstration/Performance:

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

Personal Communication:

• Journals
• Students assess their own learning and set specific goals

Other:

• Parent involvement - information session
• Parent involvement – letters home to explain program/units
• School-wide connections

Salvaging Sisterhood is geared towards small group counselling settings and/or classroom curriculum for relationally aggressive girls in grades 5-12. It includes suggestions, lessons, activities, and reproducible handouts. The main focus of salvaging sisterhood is to teach girls in cliques of friends to communicate efficiently and effectively with one another. It is designed to raise awareness, develop empathy, teach healthy conflict resolution, explore feelings, and promote a positive change in female relationships. It provides pre/post tests, group evaluations, a parental consent form, lesson plans and activities. It is designed for small groups of friends. This resource has many opportunities for interactive learning including discussion and role playing. An example would be in lesson four “Being Mean”, where a scenario is given to the group and individuals must role play. The group must evaluate and discuss what could be done in particular situations. The resource promotes self-reflection and evaluation of one’s actions, through discussion and journal writing. It also emphasizes the importance of confidentiality. There are continuous opportunities for students to respond empathically and respectfully through role playing and discussion. It also encourages students to experience and practice how to resolve conflict positively, for example using “I statements”, talking about problems, and taking responsibility for their own actions.