MODULE TEN: WHAT CAN YOU DO?
This module unites all previous sessions under the essential question: “How can we help?” After learning about stereotypes, gender roles, and violence, participants might want to know more about how they can prevent violence through bystander intervention.
- Participants will apply the skills they have acquired to formulate ideas that they can act on in their lives to promote healthy relationships.
- Participants will apply their knowledge to create action plans to appropriately intervene in and/or prevent teen dating violence.
- Sign-In Sheet
Activity One: Moving to Action
- Chart Paper
- Creating Social Justice Handout
- Chart Paper
- Group Process Notes
INTRODUCTION: (5 MINUTES)
THE PURPOSE OF THIS MODULE IS TO TIE ALL OF THE ABSTRACT IDEAS AND CONCEPTS THAT HAVE BEEN DISCUSSED IN THE PROGRAM TOGETHER AND DISCUSS WAYS THAT THEY CAN BE USED EVERY DAY.
Have the participants sign in. Ask the participants how their week is going.
Review agreements established during Module One. Remind them of the importance of these agreements given the personal nature of the information will be discussed. We’ve been talking a lot about power and how it can be used in a negative way. Today, we are going to discuss the power that each of us has to make a difference.
There are many factors that contribute to violence. Preventing violence from happening and ensuring social justice for everyone are complex issues that require us to look at a variety of different factors beyond our own relationship rights and responsibilities. Achieving social justice requires we each use our power in a positive way.
ACTIVITY ONE: MOVING TO ACTION (20 MINUTES)
THE PURPOSE OF THIS ACTIVITY IS TO LINK TOGETHER THE TOPICS DISCUSSED AND TO GUIDE THE PARTICIPANTS TO THINK ABOUT WAYS THEY CAN APPLY THESE CONCEPTS TO BECOMING AN ALLY AND PROMOTING SOCIAL JUSTICE.
Pass out a copy of the Creating Social Justice prompts and review it together. Brainstorm activities to promote non-violence and social justice.
ACTIVITY TWO: SURVEY (5 MINUTES)
THE PURPOSE OF THIS ACTIVITY IS TO HAVE THE PARTICIPANTS TAKE THE SECOND SURVEY.
Explain that there are two surveys for the program. One will be administered during the first session and one will be administered during the last session.
- Remind students that:
- The survey is important
- The survey is voluntary
- Their grade will not be affected by whether or not they complete the survey
- There are no right or wrong answers.
- Remind students NOT to put their name on the survey.
- Explain that each participant will have a unique code to use when they fill out the
- Their code is the day of the month they were born on, their middle initial, and their birth month.
- Explain that students’ names will not be on the survey and that the survey is private. Note that while the surveys are not anonymous, there will be no identifying information shared with anyone.
- The only people who will see the surveys are the survey reviewers at Martha’s House. They will only see the unique code. They won’t see the students’ full name.
- Write an example on the chart paper or white board.
EXAMPLE: IF ERIK WAS BORN ON JULY 22″ AND HIS MIDDLE NAME IS HENRY, HIS CODE WOULD LOOK LIKE THIS: 22HJULY.
After participants have all written the personal code on their surveys, allow them about 15 minutes to complete them.
When everyone is done, collect them and move on to the next activity.
CLOSING: (15 MINUTES)
We all have an opportunity to help end dating abuse and violence in relationships. There are small actions each of us can do every day to be allies. But when we start to raise our voices together, we begin to create a movement for change that can make our classrooms, schools and neighborhoods safe places to be. Remember, you don’t have to wait for violence to happen to make positive change. There are measures each of us can do to promote non-violence before violence ever happens.
PEAK AND PIT OF THE PROGRAM:
You as the mentor should end this meeting different than the others. You will be conducting a closing conversation.
Go around the group and ask everyone to share what was enjoyable about the mentoring program. Let them know that their opinions will help inform the program and help appropriate adjustments to be made in the future. After everyone has shared, ask them what aspect of the mentoring program they think should be changed in the future or that they might like to see removed. If they would like something changed ask them how they would change it and why. Record this information in the final Group Process Notes.
HANDOUTS AND ADDITIONAL MATERIALS: MODULE TEN
Creating Social Justice Activity
Think about your peers and their ideas about relationships.
- What knowledge do they have about relationships?
- What knowledge would be helpful for them to have?
- What beliefs do they hold about relationships?
- Do these beliefs support healthy relationships?
- What attitudes do they have about relationships?
- What attitudes do they have about men’s and women’s roles in relationships?
- Do these attitudes support healthy relationships?
- What activities could you engage in that would promote knowledge, attitudes and beliefs among your peers that support healthy relationships?
Think about your school environment and the overall culture that exists related to relationships and violence.
- Is this environment overall is a safe place?
- Would your peers act if they saw a violence occurring?
- How do you feel about your school’s response to violence on campus?
- Is there a trusted adult at your school you could discuss dating violence concerns with?
- Does the school environment support non-violence?
- Does the school environment support social justice?
- What activities can you do to promote healthy relationships, non-violence, and social justice for all at your school?
- Module One: What’s Up?
- Module Two: Who Has the Power?
- Module Three: Healthy Relationships
- Module Four: Dynamics of Teen Dating Violence and How to Help a Friend
- Module Five: Being an Ally
- Module Six: Boundaries
- Module Seven: How We Feel, How We Deal
- Module Eight The Man Box
- Module Nine: Creating a Community Tool
- Module Ten: What can you Do?
- Mentor’s Toolbox