to Violence Say Challenge

Transcription

1 No to Violence Say Challenge BROWNIES ACTIVITY Materials

2 Brownies Challenge In this Challenge, there are many activities that you can choose to do. Some require planning and organizing and some can be done with just the information provided here. As you and your unit plan your Say No to Violence meeting(s), review the activities and decide which ones are suitable and of interest. Then you can mix and match activities to create your unit meeting. You may want to open and close your meeting in the same way you always do, or you might want to create a special opening or closing for this meeting. The Discussion/Reflection Questions can help you with that. To earn the Say No to Violence crest, Brownies will need to complete at least one activity from each of the three theme areas. 2

3 Theme 1 Healthy Relationships According to Kids Help Phone, a healthy relationship should make you feel safe and secure and bring fun and excitement to your life. Healthy relationships allow you to be yourself, include honesty, communication, respect, feeling safe, trust, equality and support. Girls today need to know how to positively cooperate with others, how to build strong connections amongst friends and peers, and how to maintain healthy rewarding friendships. This theme is designed to help girls build these essential skills. Healthy relationships are an essential part of an enjoyable life. For children who witness violence, their definition of what a healthy relationship is might be impacted. It is therefore crucial to their personal development to ensure that all girls have the opportunity to learn and develop the tools for building healthy relationships with family and friends. If girls are continuously exposed to positive role models and nurturing relationships it lessens their chances of entering into violent relationships in the future. Kids Help Phone. What s a healthy dating relationship anyway? 06/25/15 Theme Objective Girls will learn what a healthy relationship is. Theme Outcomes At the completion of this theme, girls will exhibit: an awareness of different types of healthy and unhealthy relationships an understanding of how to keep relationships healthy an ability to communicate effectively a knowledge and use of assertive skills Discussion/Reflection Questions Do any of you have good friends? What about a best friend? What is a best friend? Can you have more than one best friend? How are your relationships with family different than with friends? (e.g.; how they make you feel, how you treat each other, level of trust, etc.) What are some things that you can do to be a good friend? What do your friends/family do that makes you feel good? 3

4 What do you do to make your friends/family feel special? What fun things do you and your friends/family do together that makes you feel happy? What do your friends/family do that makes you feel sad? What do you do when your friends/family makes you feel mad, sad or angry? What can you do when you feel mad, sad, or angry? Theme Activities All About Body Language Materials Required Charade cards, enough so each pair of girls has at least one card Before the meeting, prepare charade cards by writing a different emotion on each card. Select emotions that are clear and girls will be familiar with. To help girls who are still learning to read, ensure that cards include a visual. Explain to girls that body language is when we use our bodies to communicate a message without words. This might include things like actions, facial expressions, body position and eye contact. Divide girls into pairs. Each pair will select an emotion card and then have a few minutes to make up a scenario that they can mime (using no words) that shows the emotion they have chosen. Group two pairs together (now four girls in a group) and have each pair present their scenario to the other. The observing pair of girls should try and guess the emotion being mimed after the scenario is finished. Remind girls about good audience behaviours and that they should wait for the scenario to finish before guessing. At the close of the activity, bring all girls back into a large group and form a circle. Tell girls that the Guiders are going to try and communicate different emotions using only their faces and girls will need to try and guess what emotion is being communicated. Guiders should start with simple emotions such as happy and sad and progress to more complex emotions such as confused and frustrated. To conclude the activity, engage girls in a discussion about the activities. Some of the questions Guiders may want to ask may include: Was it easier to understand what was being communicated in the first or second part of the activity? Why? What parts of our body communicate emotions? How easy is it for us to communicate with our body instead of with words? 4

5 What happens when our words say one thing and our bodies say something different? How can you make sure communication is clear? Fighting Fair In this activity girls will build important skills for resolving conflict using peaceful means rather than violent ones. Materials Required Assertive communication information (page 6) Scenario cards (page 22) Have girls brainstorm different non-violent ways of resolving conflict using techniques such as: I feel statements Listening effectively Remaining calm Apologizing Use the resource on the next page to help explain assertive communication and I feel statements to girls as a way of solving conflicts in a non-violent way. An example to share with girls might include the following. When you (yell at me), I feel..(sad). Instead, could you. (talk to me calmly)? Is that okay with you? Ask girls to share some examples of I feel statements. Provide girls with scenarios of different types of conflict. You can use the ones provided (see page 22), or create some of your own. Working in pairs, provide each pair with a scenario and have them develop a solution to their scenario using assertive communication. Once all groups are ready, they can either present their scenario and solution to another pair or to the whole group. 5

6 Assertive communication Being assertive when you are communicating means that you are able to share your feelings and express your needs in an open and straightforward way, while still being respectful towards others. Assertive communication can be broken down into the following steps: Step One Explain your feelings: When you, I feel. Step Two Ask for what you would like to see: I wish you would. Or, Instead could you. Step Three Get feedback on your request: Is that okay with you? How do you feel about that? Example: When you hit me I feel sad. I wish you would tell me what you want instead of hitting me. Could you do that? Options for resolving conflict in a non-violent way remain calm don t call someone names, blame them or threaten them no hitting or physical contact listen to what they have to say without interrupting share your feelings using assertive communication try and work out a compromise so that everyone wins (win/win) wait and cool off talk about it apologize rock, paper, scissors walk away and let it go tell them to stop For some girls, discussing acts of violence can be a sensitive topic, especially for girls who may have been victims of violence. This topic needs to be approached with care and sensitivity, and with a safe and supportive space created in your unit. If you suspect abuse, or a girl discloses abuse, please refer to the information provided in the Guider Background Materials at the beginning of this pack, or Adult Member Support Module 4: Girl Protection and Self Harm. For information on how to manage bullying, please see Adult Member Support Module 5: Girl Misconduct and Bullying. 6

7 Piece by Piece Materials Required Four identical sets of 15 interlocking blocks (such as Lego or Duplo) per eight girls Paper Pens, pencils For this activity ach group of girls will require two sets of identical interlocking blocks such as Lego or Duplo. Each set should contain enough blocks to build a structure; we suggest no more than 15 blocks. Each group will be partnered with another group who will need to have two identical sets of blocks of their own, which need to be identical to the sets of blocks that their partner group has. Each group will also need paper and something to write with. Split girls into small groups of no more than four and match them with another group. Each group will receive two identical sets of blocks. Tell each group that they need to build some type of structure using all of the blocks in only one of their sets. The structure needs to be able to stand on its own without falling over. The girls will also need to write down instructions on how to build their structure. Their instructions should use only words; no pictures or drawings. Have groups work such that they can t see what the other groups are doing. When girls have finished, have them hide their structure from view, for example by covering with one of their ties. When all groups are finished, have them come back together. Have groups exchange their instructions with the group they have been matched with. Each group will now go back to their space and attempt to follow the instructions they have been given to build a structure that matches that of the other group exactly. When both groups have finished, have them come together and compare the original structures to the ones made following the instructions. Have the two groups discuss: How accurately were the new structures built using the instructions? How helpful were the instructions? What worked and what didn t work? Was there any conflict while working in their groups? If so, how was it handled? Bring all girls back together for a final debrief. Help girls see the links between the activity and communication with others in their everyday lives. You may want to include some of the following questions into your discussion: How well did the other group follow your instructions? Was it difficult to hear that maybe your instructions weren t as clear as you thought? What other situations are similar to this? What would have made the instructions easier to follow? What things make communicating with others difficult in your daily life? How can you make sure your message is clear when you communicate with others? This activity adapted from Building Blocks in The Big Book of Conflict Resolution Games. 7

8 Friendship Quilt Materials Required Squares of white fabric (no smaller than 6 x6 ) or squares/sheets of blank paper Art supplies applicable for fabric or paper Bonding materials (tape, glue, fabric glue, bonding fabric or fusible web) Have girls draw, write and decorate their square to illustrate friendship. Suggest that girls can think about what they do with their friends, how they feel when they are with their friends and how they communicate with their friends. Explain that at the end, all the squares will be put together to form a friendship quilt. When squares are complete and dry, they can be attached to an appropriate backing (construction paper or other fabric) with standard tape, glue, fabric glue, bonding fabric or fusible web. Display the quilt in your meeting space to remind girls of all the wonderful aspects of friendship. 8

9 Theme 2 Violent Relationships Statistics Canada reports that half of all women in Canada have experienced at least one incident of physical or sexual violence since the age of 16. With media coverage of the complex world around us, television exposure and potentially dangerous internet sites, the possibility exists for girls to be exposed to more violence and gender-based stereotypes than ever before. Guiding is the perfect place to provide a safe space to allow girls to explore complex issues such as gender-based violence, and to help girls build the skills to be confident and courageous in recognizing violent relationships and seeking help. Stereotypes are an important part of gender-based violence. The different roles and behaviours of women and men are shaped and reinforced by norms, stereotypes and societal expectations. These ideas can create tension and conflict between women and men, as well as girls and boys, with the potential to escalate into gender-based violence. Remember that a girl s ability to comprehend and practice personal safety skills is affected by her age, as well as her education and development level. As a Guider, you are a trusted adult in the eyes of the girls in your unit; because of this you can be highly effective in carrying out the important message of personal safety. Canadian Women s Foundation The Facts About Violence Against Women Theme Objective Girls will learn about violence against women and girls, as well as about different types of violence. Theme Outcomes At the completion of this theme, girls will exhibit: an awareness of different types of violence a recognition of violence in the media an understanding of how violence impacts others a recognition and interpreting of stereotypes 9

10 Discussion/Reflection Questions What do you think of when you hear the word violence? Are there different types of violence? What are some examples? How is violence different for girls and boys? (e.g., do different things make girls and boys upset? Do girls and boys hurt by different things?) How does violence make you feel? How does it make you feel when you see violence happening to someone else? How does it make you feel when you see violence on TV or hear people talking about it? What are stereotypes? Why are stereotypes wrong? Theme Activities Defining Violence Materials Required Definition of violence and violence against women and girls (see Guider Background Materials) One paper doll per group (see template on page 23; can be enlarged using a photocopier if desired.) Markers, pencil crayons, crayons Share with girls the definition of violence against women and girls. Break girls into pairs. Provide each pair with a paper doll (page 23). Have girls brainstorm different examples of violence involving hands, feet, mouths, heart and actions. Suggest that girls think about and include examples they may have seen in various media such as TV, movies, video games, books and magazines. Have girls write these on the doll according to the part of the body used to hurt someone else. Actions can be labelled around the doll. See the chart below for some examples. Hands: hitting; slapping; pinching; punching Feet: kicking; storming away from someone; walking/running towards someone Mouth: name calling; being mean; swearing; yelling Heart: upsetting others by hurting them emotionally Actions: mean letters, notes or text messages; making fun of others; ignoring someone 10

11 After girls have labelled their dolls, ask them why someone might choose to do these different violent actions. Ask girls for examples of better ways to handle difficult, frustrating or emotional situations other than with violence. Have girls select a different colour to write with. Explain that girls should now go back and write in a better, more peaceful option for area of the body that can act violently (hands, feet, mouth, heart, actions). For example: Hands compromise and shake hands Feet take turns so everyone can play together Actions (around doll) Mouth Heart Hands Feet Once groups are finished, bring the whole group back together and have them share some examples from their dolls. Share with girls the definition of conflict. Ask girls to think of ways that conflict can lead to violence. They may want to refer back to the violent actions they labelled on their dolls for this part. Girls Like, Boys Like, Kids Like Materials Required Three posters titled, Girls Like, Boys Like, Kids Like per group Variety of magazines, flyers and images of children playing and engaged in a large variety of activities Scissors Tape/glue Blank paper Pencils, pencil crayons, markers, crayons This activity can be done as a large group, or the unit can be broken into smaller groups. If working in smaller groups, have one Guider work with each group. Place three posters on the wall, or label different sections of wall as Girls Like, Boys Like and Kids Like. Place the Kids Like poster/area a little bit away from the others. Provide a variety of magazines, flyers and images of girls and boys in diverse rolls. Also provide blank paper, markers, pencil crayons and/or crayons and post it notes. You will also need tape for attaching items to the posters. 11

12 Tell girls they are going to fill the girls like and boys like posters with things girls and boys like to do. Explain they can look through the materials you have provided and cut out pictures of things girls and boys like to do and stick them to the appropriate posters. Girls can also draw pictures of things they want to add to the posters, or write things down on sticky notes. If at any point a girl says something along the lines of But boys and girls can like that, allow them to stick up their item between the two posters. Once the posters are sufficiently filled, bring the kids like poster closer. Go through each item on the individual posters. Ask girls about why the item was placed on that particular poster. Ask them who decides if something is for girls or boys? Ask if there are things that girls and boys can both like. Move these items to the kids like poster. Try to encourage girls to see that none of the items should be considered exclusive to either girls or boys. (It may be useful to gather examples from the media of girls/women doing non-traditional things to help illustrate this point.) Allow girls a few minutes to add anything they think is still missing that both girls and boys like. Ask girls how they would feel if they were told they could only like certain things like dolls, play kitchens and doing artistic things and couldn t like certain things like being active, trucks and getting dirty? Explain that it s good to play with a variety of toys and do a variety of things. Having a good variety allows everyone to develop lots of different positive skills and qualities. Explain to girls what stereotypes are. Ask them if they can give you some examples. Explain that when activities are shown in pictures, on TV or in movies with only girls or boys in them, this leads to stereotypes of what girls and boys should like, how they should act and how they should behave. It can make us feel like we can t be who we really want to be and do what we want to do. Remind girls that it s important that they decide for themselves what they like, and who they want to be and not for the media decide for them. This activity has been adapted from the Boys Like, Girls Like, Kids Like lesson from the Institute for Humane Education. ( 12

13 Fist Clench Materials Required None Explain to girls that this activity is about keeping cool in a stressful situation. Remind girls that violence is never acceptable and they need to find ways to communicate effectively. Remind girls that they also need to listen to and respect what others say when they say no or stop. With a partner, one girl will clench her fists as tightly as possible. Her partner will try and open her fists. Allow girls to take turns trying to unclench the fists of each other. Bring girls back to a large group for a debrief discussion. You may choose to use some of the following questions. Was anyone able to unclench their partner s fists? How did you feel when it was your turn to clench your fists? How did you feel when it was your turn to unclench your partner s fists? What did you do to try and get your partner to unclench her fists? Did anyone ask their partner to unclench her fists? Why do you think some people choose to use physical force before clear communication to get what they want? What can you do to remember to communicate instead of using physical force? This activity has been adapted from WAGGGS and UN Women s Voices Against Violence curriculum. 13

14 Non-Violence Dove Garland Girls will make peace doves from coffee filters and use them to think about choosing nonviolent forms of conflict resolution. Materials Required (per dove) 2-3 white coffee filters Pencil Scissors String Tape Coloured Pens Template of dove on card stock (see page 24) Template of sentence starters for girls to refer to Instructions 1) Fold two or three coffee filters in half. Line up the pattern so that the belly of the dove is on the crease of the fold. 2) Using a pencil, trace the pattern onto the filters. 3) Cut out doves. The filters are thin, allowing several filters to be cut at once. 4) Separate the doves. On one wing, have girls write, Instead of and on the other, I will. Girls can complete the blank with words of their choice, such as Instead of yelling, I will speak calmly. Depending on the writing skills of the girls in the unit, Guiders may choose to provide an example of the sentence starters girls can refer to or girls can draw their ideas without the use of written words. 5) Attach doves along a string with tape and hang in your meeting space to remind girls of their commitment to solving conflicts with non-violence. This activity has been adapted from Peace Dove Garland craft on the PBS Parents website. ( 14

15 Theme 3 Preventing Violence Violence prevention works. Helping women move out of violence creates a ripple effect to their children, neighbourhoods, the economy everyone. It s important for girls of all ages to understand what they can do to protect/prevent themselves, their friends and their family from violence. Research shows that prevention programs for high school students can be very effective. Even years after completing violence prevention programming the long term benefits can be seen in the lives of participants. They have better and healthier relationships and dating relationships, a better ability to recognize and leave unhealthy relationships as well as increased self-confidence, assertiveness and leadership. Guiding is the perfect place to build these skills in girls. Canadian Women s Foundation (2015) Fact Sheet: Moving Women Out of Violence. Toronto, ON. Author ( Theme Objective Girls will become empowered to stand up and say no to violence. Theme Outcomes At the completion of this theme, girls will exhibit: an understanding of consent the confidence to speak up and say no to violence an awareness of where to seek help the confidence to uphold personal boundaries Discussion/Reflection Questions What does consent mean? Is it ever okay for someone to do something to you/ for you/ with you that you re not okay with? Does everyone have to like or be comfortable with the same things? What should you do if someone does something that makes you uncomfortable? Where can you get help if you need it? Why might you tell someone no? How you can tell someone no? How can you help someone else who needs help? 15

16 Safe Spaces Map Materials Required Note pad and pen Large poster paper Markers, pencil crayons, crayons As a unit, take a walk around the local neighborhood. Ask each girl to identify the places, buildings or people that they feel would be safe spaces or people they could go to if in danger. For example, the person might be a police officer or crossing guard and the safe space might be a police station or library. Write down the suggestions each girl presents on a note pad. Depending on the location of your unit, your community and the girls in your unit, if a walk is not possible, Guiders may choose to create virtual walk for girls using photos, PowerPoint, video or online resources instead. Once you have returned from the walk have the girls work in small groups to draw a map of the neighborhood just walked. Have them draw on and label the safe spaces, building and people identified on the walk. For each safe space or safe person, have girls make a list of the reasons they may go to that place or person for help. Girls do not need to all agree on the ideas on the list, but everyone s suggestions from the group should be included. For example: Police officer if hurt, lost, in public and feel scared School guidance counsellor s office or teacher s classroom feeling sad, want to talk about something, need advice Depending on the length of the walk and size of the unit, each group may be responsible for a small section of the map. Guiders may need to remind girls of the suggestions made and written down on the walk. Girls should also add any safe spaces and people that may have been missed on the walk. Once the maps are complete, hang them in your meeting space as a reminder for girls where they can find safe spaces. Bring girls back together as a group and have a short debrief discussion. You may choose to include the following questions. Looking at the map(s) are there any safe spaces missing? If girls are comfortable doing so, have them talk about why they suggested a particular person or place. What makes it or the person feel safe? When might you need to find a safe space? 16

17 You Have My Consent Skits Materials Required Definition of personal boundaries (see Guider Background Materials) Example interactions list (see end of activity) Ask girls what it means when someone says no. What about stop? Ask girls for some examples of a time when they might use these words when they re with friends and family. This might include: When someone is tickling them and they ve had enough When they don t want to give someone a hug. Tell girls that no and stop are very important words that help us to communicate boundaries and limits. They don t have to be bad words, and they should always be respected. Ask girls to describe how they can show respect when someone says no or stop to them. Ask girls what giving permission means? What are some examples? Explain to girls that there are times when someone else may not want to do what they want to do, and girls shouldn t just assume others feel the way they do. For example, someone else may not want a hug when girls want to hug them, a friend may not want to play the game they do. Tell girls this is why we ask, or check with the person first. Explain to girls that when someone gives permission, that means they are giving their consent. Explain to the girls that they are going to practice asking someone else for permission to do something, as well as saying no and stop. Working with a partner, have girls develop short skits demonstrating how they might ask someone for permission/consent before engaging in different types of interactions, as well as how someone might reply. It will be up to girls to decide how they will ask, and what type of response they will give. Guiders should provide each pair with an interaction from either the list on the next page, or other appropriate options they develop. Guiders should explain to girls that they cannot change the interaction they have been given to something else, but if it is something one or both partners are not comfortable with, then in their skit one girl should decline the request. Once girls have developed their skits, have them join together with one or two other groups and perform. After each skit, girls watching can provide positive comments and feedback to the performers. After all groups have performed, remind girls that they always have a choice when it comes to different interactions like those demonstrated they can participate or politely say no. As well, girls can stop the interaction at any point then choose by saying stop. Explain that they should never get angry or upset if someone says not to an interaction or asks for it to stop. It is important to remember that everyone has different things they are 17

18 comfortable with and different personal boundaries. Theses need to be respected at all times. Example interactions Give a hug Give high fives and high tens Hold hands and swing arms Shake hands Give a back rub Link arms and skip on the spot Tickle the palm of the hand Give a playful tap on the arm Give a tap on the shoulder Give a gentile pat on the head Guest Speaker Girls always enjoy having guests and this is an opportunity for Guiders to rely on the expert knowledge of others in the areas of violence against girls and women as well as personal safety. Here are a couple of different options you might consider to integrate a guest speaker into your programming for the Say No to Violence Challenge. 1) Invite a presenter to the unit meeting to discuss personal safety issues and selfprotection strategies, for example, a self-defence instructor or a local police officer. Ask the presenter if they can bring in some materials regarding further opportunities for self-defence classes for kids. 2) Invite someone from your local women s centre, shelter or coalition to come to your unit and talk to you about violence against women and girls, their centre/shelter/ coalition and what they do to support girls and women in the community. When you call to invite her be sure to discuss the ages of girls in the unit so that they can tailor their presentation to be age appropriate. You may also want to discuss this Challenge with them and the activities the girls will be completing. 18

19 Supportive Friend Materials Required Blank paper Markers, pencil crayons, crayons Ask girls what things they can do to make their friends feel they can come to them when they are sad or hurt. These might be behaviours, actions or through body language. Ask girls to give examples of what they would do if they were upset or hurt. Talk with girls about how sometimes a friend may be upset because they are being hurt or harmed in some way. Tell them that it s important not to keep a secret about when a friend is being hurt or may be in danger, that they need to find and tell an adult that they trust. Explain that if girls have a friend who is being hurt or is in danger, they should: Listen to their friend and be there for them Tell an adult they trust Tell their friend about where or who they can go to for help Not to do anything to put themselves in danger Break girls into small groups of two to four. In their groups girls can think of examples of when a friend may need help and then try out and practice different ways to be supportive that include different behaviours, actions and body language. Cut 8½ x11 paper into approximately four strips. Give each girl a strip. Have them write their name on the strip and decorate it in a positive way. Form each girl s strip into a loop and string them together into a supportive friend paper chain. Hang the chain in your meeting space as a reminder to girls of the support of their unit. This activity has been adapted from WAGGGS and UN Women s Voices Against Violence curriculum. 19

20 Purple Ribbon Hat Charm Girls can show their support for ending violence against girls and women by wearing their own purple ribbon hat charms on their camp hat. Materials Required Various purple beads Purple ribbon Safety pins Cord Glue Hot glue Instructions 1) Have girls cut a length of cord and tie a knot at the bottom. 2) Girls can thread various beads onto the cord and then tie a knot in the top of the cord when finished. 3) Have girls fashion two awareness ribbons (Guiders may need to provide an example) with ribbon. In order to keep the awareness ribbon shape, have girls place a small dot of glue on the bottom side of the loop and stick the top side of the loop to it. 4) With help from a Guider, have girls glue their awareness ribbons on both sides of the bottom knot and thread a safety pin though the top knot to be able to attach to their camp hat. 20

21 Appendix Theme 1 Healthy Relationships Fighting Fair Scenario Cards Theme 2 Violent Relationships Defining Violence Paper Doll Template Non-violence Dove Garland Dove Template

22 FIGHTING FAIR: SCENARIO CARDS A friend calls you a mean name A teammate doesn t want you on their team because she says you aren t good enough Your older cousin plays a game and doesn t let you join in One of your parents yells at you to clean your room A classmate makes fun of you saying you didn t do the craft properly A boy at the playground pushes you off the swing Your sibling breaks something and then blames you A girl at the park says your shirt is ugly 22

23 DEFINING VIOLENCE: PAPER DOLL TEMPLATE 23

24 NON-VIOLENCE DOVE GARLAND: DOVE TEMPLATE 24