Day 1: Introduction to the Programme and Each Other and Friendships

Overall Aims and Objectives:

Facilitate the formation of bonds within the group

Revisit the feelings and fears that participants expressed in their school based sessions.

Agree a group contract for working with the group.

To help participants to identify their own positive qualities.

To help participants to identify the qualities of a good friend.

Time / Exercise / Details / Ref No
9:20 – 10:30 / Briefing and Planning
10:30 – 10:35 / Introductions / Leaders introduce themselves to the group very briefly, outline the plan for the morning (games and some small group discussions, setting up rules and a group contract), and set some basic rules around talking one at a time, and not being rough when playing games.
10:35 – 11:10 / Name Games / Ice Breakers
11:10 – 11:45 / Introduction / Introduction to the programme – Hopes and Fears Through Photo Speak / 1
11:45 – 12:30 / Group Contract
NB: need to be very specific / Group will develop a contract which will be used for the week / 2
12:30 – 1:00 / Lunch / Group can use art to make GOALS which will be used as a part of evaluation
1:00 – 1:30 / Good Things About Me / Circle Sheet / 3
1:30 – 2:10 / Ideal Friend / Group design their Ideal Friend / 4
2:10 – 2:40 / Presentation and Feedback / Relate their Ideal Friend to “good things about me” exercise
2:40 – 3:00 / Evaluation

Hopes & Fears (1)

Objectives:

  1. To determine if the Young People have any ambitions or concerns for the programme.
  2. The Young People will have a clearer picture of whet they can expect from the programme and what is expected of them.
  3. To quell any unnecessary fears the Young People may have at an early stage.

Length of exercise: 20 minutes

Materials needed:

Pens/markers

Flip chart paper

Description:

  1. Before starting the exercise, using a flip chart, the facilitator will divide the sheet in two with a marker. The title of the left column will be HOPES and the title of the right column will be FEARS (See attached).
  2. Firstly, the Young People, one-by-one are asked to shout out their HOPES for the programme, no matter how “stupid” the Young People may feel they are. Without comment, the hopes are listed in the left column on the chart paper. (5min)
  3. This process is then repeated, where the Young People are asked to shout out their FEARS in relation to the programme. (5min)
  4. Once the hopes and fears have been charted, the facilitator goes through each hope and fear, one at a time explaining the chance of each occurring. E.g. Qn: “I hope to make new friends” - Ans: The leaders will support you with this but this can only happen if each of you put in the effort. (10min)
  5. The Young People are informed that at the end of the week the group will re-visit the chart to determine if the hopes were reached or their fears put to rest. (2min)

Facilitator notes:

It is recommended that this exercise is conducted early on the first day so that if the Young People have any major concerns, they can be “put to rest”.

Some Young People may find it difficult to share their fears, in the first session in particular. If this is the case this exercise can be conducted as a secret ballot.

Hopes / Fears

Group Contract (2)

Objectives:

  1. To ensure that the Young People are fully aware of health and safety procedures.
  2. To ensure that the Young People develop clear rules around respect.
  3. To ensure that the Young People are clear on confidentiality.

Length of exercise: 30 – 40 minutes

Materials needed:

Pens, markers and paints

Chart paper

A4 paper

Art materials (optional)

Description:

  1. Divide the group into groups of 4/5. (2min)
  2. Give the groups the instruction that they have the task of developing a contract where “they” come up with a list of rules that everyone must stick to.
  3. Using the A4 paper, the groups brainstorm the rules they feel need to be included in the contract. (10min)
  4. The groups then prioritise the top five rules need to be included in the contract. (5min)
  5. One person from each group is nominated to feed back their prioritised rules to the larger group. (5min)
  6. The larger group then work together to decide on the 10 rules they feel should be included in the contract. (5min)
  7. Using the chart paper, the group design a poster which will clearly outline the contents of their contract. (10min)
  8. Each Young Person will then sign this contract thus agreeing that they will follow these rules for the duration of the programme. The contact will then be displayed in a prominent position in the group room.

Facilitator notes:

Although it is essential that the participants come up with their own rules so they feel ownership of the contract, the facilitator can ask leading questions if the contract does not include items such as safety, swearing, respect or confidentiality.

If, during the programme, the leaders feel the Young People are not following the agreed rules they can encourage the Young People to reflect on the contract to determine “how do you feel you are getting on with the contract” or “are there any rules you are finding it harder to stick to than others”

Good Things About Me (3)

Objectives:

  1. A non-threatening introduction to relationships and friendships.
  2. An opportunity for the Young People to reflect on what they feel their best qualities in an effort to build self esteem and self confidence.
  3. Make the group aware of what individuals feel their best qualities are.

Length of exercise: 30 minutes

Materials needed:

Good things about me sheet (next page)

Pens

Markers

Chart Paper

Description:

  1. Ask the Young People to move to different sections of the room and fill out the Good Things About Me sheet in silence. (5 min)
  2. When the sheets are completed the Young People are paired and asked to share as much or as little as they want from their sheet with their partner. (5 min)
  3. In their pairs, the Young People are asked to chart the common attributes they have listed on their sheets. (10 min)
  4. One member of each pair are asked to feedback their chart to the larger group. these charts are then placed on the wall. (10 min)

Facilitator notes:

These sheets can be used to aid the ideal friend workshop.

Leaders need to be aware that this exercise can be intimidating for some Young People and they should support these individuals, influencing the exercise as little as possible.

NB: Ask YP to put their names on the back as this will be revisited later in the programme.

Name: ______

The good things about me are…..

nice eyes fun friendly patient nice smile funny outgoing good listener good figure affectionate shy giggly sympathetic good looking happy honest good sense of humor caring happy go lucky can take a joke chatty loyal lively enthusiastic interesting approachable tolerant welcoming generous kind considerate warm sporty cheerful fair confident a good mixer creative trustworthy non-judgmental

Ideal Friend (4)

Objectives:

  1. To help participants to identify the qualities of a good friend
  2. To help participants to identify their own positive qualities

Length of exercise: 40 to 60 minutes

Materials needed:

Wall paper – large sheets of paper

Markers or Paints

Worksheet - Good Things about me

Description:

  1. Begin the exercise by first dividing the group into smaller groups of 3 – 4 Young People.(5 mins)
  2. Allow the group to work for 5 minutes brainstorming on “what’s a friend” , chart the information and feedback back to the larger group. (5 mins)
  3. Groups are then asked to draw an outline of a people and create an “ideal friend” by naming and painting traits and characteristics on the sheets. (15 mins)
  4. A word pool with suggestions from the good things about me sheets should be used to give the group suggestions. (10 mins)
  5. The groups then present and feedback their “ideal friend” to the whole group. (10 mins)
  6. A group discussion of the “ideal friend” takes place where participants are given back the “good things about me” sheets and asked to check where they have good things in common with the ideal friends. (10 mins)

Facilitator notes:

As part of the group discussion of the “ideal friend”, facilitators should draw out the points the Young People made on the qualities of an “ideal friend” and the qualities the Young People themselves possess.

Day 2 Exploring the transition from Primary to Secondary school and Relationships

Overall Aims and Objectives:

Support the participants to begin to identify for themselves any issues they have in relation to the upcoming transition.

To allow the participants to begin to explore the dynamics of male /female relationships.

To help the groups members to become aware of the choices they make for themselves

And to begin to understand the responsibility that come with the freedom to choose

NB: When YP are working in sub groups, one leader sits with each group

Time / Exercise / Details / Ref No
9:30 -
10:30 / Briefing and Planning
10:30 – 10:45 / Welcomes /
Attendance / Icebreakers
10:45 –
11:15 / Walking Debate / Relationships NB: Define a relationship / 6
11:15 – 11:50 / Small group discussion & walking debate / Choices through Snakes and Ladders Workshop / 5
11:50 – 12:30 / Catch Phrase or Pictionary
12:30 – 1:00 / Lunch
1:00-2:00 / Peer Pressure / Shadow Exercise / 7
2:20-2:55 / Fun Activity / Treasure Hunt / 8
2:55 – 3:00 / Evaluation

How I make Choices Through Snakes and Ladders (5)

Objectives:

  1. To get the participants to look at choices they make and how they make them.
  2. Encourage them to make choices they must make in a responsible way.
  3. To raise awareness of the personal freedom that they have.
  4. To explore the effects chooses have on themselves and others.

Length of exercise: 30 - 40 minutes

Materials needed:

Chart Paper

Snakes and Ladders game

Choice question cards

Consequence cards

Description :

  1. Explain that Snakes and Ladders game will be played with a twist.
  2. On certain squares there will be questions and choices to be made before moving forward on the Snakes and ladders board.

Facilitator notes:

Look at previous questions that are in Snakes and Ladders box and make any relevant changes to ensure choice questions are clear.

Support YP to make an informed choice.

Relationships Walking Debate (6)

Objectives:

  1. For the Young People to weigh up for themselves that there are different types of relationships.
  2. To allow the Young People to brainstorm what a relationship is?
  3. To help the participants distinguish the difference between a friendship and a relationship.
  4. To give the Young People the opportunity to see that different types of relationships can affect their secondary school experience either positively or negatively.
  5. For the Young People to observe that there is a constructive way to disagree with someone’s opinion.
  6. To support the Young People in assessing for themselves the positive control they can have on negative relationships.
  7. Explore existing relationships in the lives of the Young People.

Length of exercise: 30 – 40 minutes

Materials needed:

Agree, Disagree, I Don’t know posters

Chart Paper

Markers

Description:

  1. In the large group, the facilitator poses the following questions:

“what is a relationship?

“who do we have relationships with?”

“what is the difference between relationship and friendship?”

The facilitator charts these. (5 min)

  1. The large group is then divided into groups of 3-4 Young People and are set the task of listing/charting the GOOD THINGS and the CHALLENGING THINGS about each relationship. (10 min)
  2. One person from each sub group is nominated to feed their charts to the large group. When they have feed back, the rest of the group are given the opportunity to agree or disagree with the ideas that have been put forward. (10 – 15 min)
  3. The next part of this exercise takes the form of a walking debate. This is where the facilitator firstly divides the room into three sections i.e. AGREE / DISAGREE / I DON’T KNOW.
  4. The facilitator then reads a list of questions and asks the Young People to move to the area of the room that applies to them i.e. agree, disagree or I don’t know. When the Young People are happy with their decision, the facilitator can encourage them to give their reasons why they are in that particular section. NB: LEADERS FACILITATE THIS EXERCISE, THEY DO NOT GIVE THEIR POINT OF VIEW. The questions posed to the group can be a combination of the following… (10 min)

I think people in a relationship should be equal.

It’s okay to slag off a friend behind their back.

It’s ok to hit when you’re angry.

It’s okay to talk to a member of the opposite sex when you’re upset.

It’s okay for boys to cry.

It’s okay for you to cry.

It’s okay to cry in front of others.

I’d expect my boy/girlfriend to decide what we do as a couple.

I shouldn’t have to kiss my boy/girlfriend just because s/he says so.

I’d be more popular if I had a boy/girlfriend.

Your boy/girlfriend should be more important to you than your other friends.

Gay/homosexual people have the same feelings for their partners that “straight” or heterosexual couples have.

It’s okay to argue with your parents/guardians.

It’s okay to bully someone.

You need to accept it when you’re being bullied.

It’s okay to tell someone if you’re being bullied.

I’d expect honesty in a relationship.

Even if someone says they care about you or they love you. It does not mean they can call you names, hit you or bully you.

Facilitator notes:

Each Young People should be supported in putting forward their opinion at least once during the walking debate.

The facilitator does not have to ask all of the questions listed above but can ask a combination of questions that may relate to the first section of this workshop.

Peer Pressure Workshop (7)

Objectives

  1. Definition of Peer pressure
  2. Promote awareness and understanding of the expression peer pressure
  3. Exploring and role playing different peer pressure scenarios
  4. Explore individual coping strategies to deal with peer pressure.

Length of exercise: 1.20 hr

Three different activities in this work shop and each will be discussed in turn below:

Dictionary game

Length of time: 10mins

Materials needed:

Dictionary

Paper

Pens

Description:

  1. Facilitator writes down definition from dictionary before session.
  2. Young People asked to write down their own definition of “pressure” and “Peer” one on each side of the paper, names on page.
  3. Facilitator collect all definitions and calls out one at a time.
  4. Young People asked to vote on the most accurate one.
  5. The dictionary definition revealed.
  6. This definition then compared with dictionary definition and discussion encouraged regarding the similarities and differences.

Shadow Charade

Length of time: 30 mins

Materials needed:

Large White Sheet of material

Stands to hang sheet up

1 strong light

Role play props( clothes, wigs etc)

Description:

  1. Young People to come up with different peer pressure scenarios in pairs/ threes.
  2. Behind the fabric participants to represent the scenario using any role play props.
  3. Rest of group to recognise what is being represented.
  4. Brief debate regarding each type of pressure.
  5. Opportunity given to all young people to role play scenario behind screen.

Box Game:

Length of time: 20 mins

Materials needed:

Paper made trays

Random selection of symbolic tools for tool kit (e.g. glasses, mobile phone, plasters, batteries, dice, glue, pencil, toy hammer, lego brick, any other small toys and objects)

Tool Box (place symbolic tools witin it)

Camera

laminator

Brochure on peer pressure (see back of programme manual)

Description:

  1. Each person given paper made tray
  2. Tool placed in centre of group and YP asked to explore this.
  3. From random objects and materials participants to select the ones that would symbolically represent the type of support that would help to overcome peer pressure.
  4. Photo of their “tool box” printed and laminated for them to bring home.

Treasure Hunt (8)

Objective:

Fun activity

Team work

Knowledge of surrounding area

How to problem solve

Materials needed:

Print out treasure hunt questions

Description:

  1. Divide into teams of equal number ideally.
  2. Give clear description of boundaries of the treasure hunt area
  3. Give treasure hunt questions
  4. Ask YP to return to room when they have answered all the questions and wait for other groups to return
  5. Supervision outside
  6. The scores will be added up on completion and winning team announced

Day 3 Peer Pressure and Bullying

Overall Aims and Objectives:

To give participants an understanding of what is “peer pressure” and what is “bullying”.

To begin to develop in participants an understanding of the dynamics of peer pressure and bullying, and an understanding that both can be forms of bullying.

TeamBuilding

Skills Development

Time / Exercise / Details / Ref No
9:30 – 10:30 / Briefing and Planning
10:30 – 10:50 / Welcomes /
Attendance
10:50 – 11:00 / “Kid-scape” Video on Bullying / Show Video
11:00 – 11:20 / Types of Bullying / Brainstorming and group discussion with handout / 9
11:20 – 12:00 / Bullying Poems / Construct a poem on bullying
(Type out themselves if there’s time) / 10
12:00 – 12:30 / Team Game / Group given an egg and various materials – they build a structure that will keep egg safe when thrown in the air
12:30 – 1:00 / Lunch
1:00 -
2:55 / Skills Based Workshop / Music Recording Workshop
2:55-3pm / Evaluation

Types of Bullying (9)

Objectives:

Explore all types of bullying and look at examples of these.

Explore problem solving skills

Materials needed:

Flip chart paper

Pens

Handout (see back of Programme Manual)

Description:

Group is divided into sub groups