Capstone Project-Final Version

Discover. Develop. Unleash. 1

Divergent NYC

Complete Curriculum Safe Horizons and Ozanam Scholars at St. John’s University Partnership

“moving victims from crisis to confidence”


CONTENTS

Introduction Background of Divergent.....................................................................................................3

What is the Divergent Program?..........................................................................................3

Service Site Protocol............................................................................................................4

Weekly Ozanam Expectations.............................................................................................4

Directions ............................................................................................................................4

Effective Lesson Planning…...............................................................................................5

What does it mean to be a good facilitator?.........................................................................5

What does it mean to be a mandated reporter?....................................................................5

Curriculum Recruiting teens 101............................................................................................................6

Why do we use journals?.....................................................................................................6

What does a typical day look like?......................................................................................6

First Sessions Lesson Plan...................................................................................................7

Relationship Activities …....................................................................................................8

Developing a Sense of Self................................................................................................10

Art Focused Activities ......................................................................................................17

Final Divergent Session.....................................................................................................19

Favorite Ice Breakers.........................................................................................................19


INTRODUCTION

Background Established: August 2014 Motto: Discover. Develop. Unleash. Purpose: Our mission is to help the teenagers at Safe Horizon domestic violence shelter discover new opportunities and interests, develop action plans to reach their goals and dreams, and unleash their voices, creative power, talents, and abilities--while creating a safe space for the teenagers to interact. History: The teenagers and their families are victims of some type of domestic violence. Jeremy Ashton and I decided to create a teen group for middle and high school aged students because after school there was no place in the building or program established for only teenagers. We were given the back storage room of the recreational room in the basement. We developed a program focused on healthy creative outlets to express emotions. This document will serve as a synopsis of our work and activities at Safe Horizon’s over the past two semesters. Logistics: -Meet twice a week for the Divergent Program -The program meets from 5-7pm -Arrive to Rose House between 4 and 4:15pm -Anywhere from 2-6 scholars may attend twice a week -Ozanam provides weekly metrocards for scholars The Divergent Program

Originally named after the book series, Divergent movie, and the overall meaning of the word. As a support group, Divergent is truly named for the definition-- tending to be different, to develop in a new or different direction, to go against the grain, and to increase indefinitely, infinite possibility. We are named “the Divergents” because the founders recognized that we are all unique and come from different backgrounds, yet we are all tied together by a commonality. The founders thought this was a fitting name because the movie Divergent had just been released.


Service Site Protocol

There is no GA for the program, so the scholars will travel to the Rose House in Harlem on their own. It is CRITICAL for the scholars to arrive at the designated time. The scholars are the ones who will be maintaining the positive partnership between the program and service site. When the scholars first arrive, they will be required to present a photo id and sign in. Next, the scholars will have a short meeting with Nicolette, the child care provider, to go over any issues with the program. There will be about a 30-minute block for the scholars to go downstairs and set up the divergent room for the teenagers. The teenagers will know the program begins once there is an announcement made over the loud speakers. In order to make an announcement, a scholar will need to go to the front desk and say the Divergent group will now begin. There is a sign-in sheet for the teenagers who are attending the session. The session will run from 5-7:00pm. After the session is complete, the scholar who planned the daily curriculum will need to fill out an activity form where the describe the daily activities. That form will be placed into Nicolette’s mailbox once the scholars depart. Weekly Ozanam Expectations

Scholars will be required to pick up their biweekly metrocard before departing for Harlem. The scholars will need to sign the non-GA service hours sheet located at Natalia’s desk in the VISA office EVERY WEEK! Travel Time

-Leave St. John’s Gate 4 at 3:00pm to arrive at Safe Horizons on 127th and Malcolm X Blvd at 4-4:15pm. -Take the Q46 to Kew Gardens, take the E to 7th Avenue OR take the F to Rockefeller Center. -Next you will take the D-because it is express- to 125th St. heading Bronx bound. If need be, take the B Bronx bound to 125th St. -From the 125th stop, you will take a right and head east on 127th St. towards Malcolm X Blvd. -You will walk and pass two avenues. -The building is unmarked and on the block BEFORE Malcolm X Blvd. -It will take between 1 and 1.5 hours


Effective Lesson Planning Scholars are the ones who are creating the weekly lesson plans. In order for them to be effective and meaningful, scholars must PLAN AHEAD. The group facilitator should have the lesson plan created at least 24 hours before the Divergent group meets. The lesson plan should involve an overarching theme, group activities, individual reflection, some type of art activity (painting, creating something together to put on the wall, etc.), and conversation that will allow every teenager to speak. How to be a good facilitator A good facilitator is organized, flexible, understanding, and a mentor to the teenagers of the Divergent program. The teenagers look up to every scholar as a role model. It is critical for the scholars to run a program that allows the teens to express their thoughts while still staying on track. However, if there is a topic that needs to be talked about on a whim, the scholars need to be ready to think on their feet and start a session on that topic. Mandated Reporting Since we are working with children affected by domestic violence, we are mandated reporters. Meaning, we are required to tell the supervisor if a teen tells the group about potentially harming themselves or someone else. These are issues that we are not trained to do, so after the session concludes contact the supervisor.


CURRICULUM Recruiting Teens 101

The first week of service at Safe Horizons will be dedicated to identifying and recruiting the teenagers of the shelter. Scholars will need to obtain the master list of all residents in the shelter. During the first week there should be flyers hung, and invitations created for all teenagers. Scholars should then go door to door to invite the teenagers to the Divergent Program. Introduce the idea of Divergent to the parents and teens. Briefly describe it is a place for teens to come together and just be teens. Scholars can continue to recruit into the second week, but we do not want to overstep our boundaries at the shelters—use your judgment with what is “too much”. Journals

The journals are a significant part of the program. Some of the teenagers will not be responsive to the journals and will make a big deal of how they don’t want to write because it is too similar to school. However, keep at it and do journaling activities. The teens will open up on the pages even if they give you a hard time about it. Journaling allows the teenagers to release their thoughts onto a page. The journals are also great for group activities and discussions. The journals need to be kept locked in the Divergent cabinet every time you leave the service site. If the teenagers want to keep their journals in their rooms, they are welcome to. HOWEVER, make sure they bring the journals to every group session. When the teenagers leave, it is always great to turn it into sort of a “year-book” signing. Everyone should take turns to write in one another’s journals. The journals are private, confidential, and you should NEVER go through a teenager’s personal journal.

Typical Day with Divergent

1) Sign in and grab journal/notebook 2) Highs and Lows since the previous session 3) Introduction Activity/Ice Breaker 4) Discussion on the theme of the day 5) Writing activity/painting activity/art project


First Sessions

• Come prepared with invitations for every teenager in the shelter. Make a flyer

with dates and times to hang throughout shelter • If you cannot find teenagers then recruit by going door to door • Discuss what the Divergent Program is, the history, what does it mean to be

Divergent? • Start with High/Lows. During every session everyone will start by saying 1 high

and 1 low since the previous session • Introductions: Name, where are they from, age, grade, and a silly question to take

off the edge. o Ex. What would your dream house look like? If you could have a superpower what would

it be? If you could travel anywhere in the world, where would you go? • Distribute journals to the new Divergents and explain purpose- WE DO NOT

READ THEM!!! • Everyone in the group should write a letter to their future self on the first day. The

group will receive the letters back during the final session of Divergent, or when they leave the shelter.

• Hand out survey to see what the teens goals are for the upcoming semester. What did they like from previous sessions?

• Watch the Divergent movie. This is a great way for the teenagers to bond over without needing to talk too much about themselves.

Questions to ask on the Introduction survey: What is one thing you are looking forward to this upcoming Spring semester? What was your favorite thing about Divergent last semester? What was your least favorite thing about Divergent last semester? What types of activities would you like to participate in this semester? What was one of the happiest moments of your life? What is one thing you want others to know about you that they may not always know? Top 3 favorite books/songs/movies:


A. Relationship Activities 1. Deal With It, Deal Breaker, Depends - Intimate Partner Relationships This is an activity that should be done once you have developed a great relationship with the group. In Fall 2015 we waited to do this activity until the end of October.

§ Purpose: To discuss healthy versus unhealthy relationships with a partner § Ice Breaker: Desert Island

Announce, 'You've been exiled to a deserted island for a year. In addition to the essentials, you may take one piece of music, one book (which is not the Bible) and one luxury item you can carry with you i.e. not a boat to leave the island! What would you take and why?'

Allow a few minutes for the young people to draw up their list of three items, before sharing their choices with the rest of the group. As with most icebreakers and relationship building activities, it's good for the group leaders to join in too.

§ Journal Reflection: Ask the teenagers to quietly reflect on these questions. Then go around in a circle and have the teens discuss what they put for each question.

1. How can you tell if a relationship is healthy? What are the most important characteristics of a healthy relationship?

2. Describe how two people in a relationship should communicate with each other.

3. Is it normal for someone to have feelings of jealously? How should they deal with these feelings?

4. Is it normal to feel pressured by a partner in a relationship? What should I do if I feel pressured by a partner in a relationship?

§ Activity: Three signs are posted around the room reading- Can deal with it, Deal Breaker, and Depends on the Situation. Ask the following prompts, and every teenager must move to one of the signs in the room. After the teens pick their spot, they must explain why they picked particular sign. § Your partner posts cruel things about you on Facebook

§ Someone you want to be in a relationship lies to you about their age

§ Your partner gets jealous when other people look at you on the street

§ Your partner asks for nude photos

§ Your partner uses illegal drugs

§ Your partner texts your friends to see if you are really where you said you were


§ Your partner calls or texts you more than ten times a day

§ Your partner hits of slaps you out of anger

§ Your partner gets mad at you for thinking other people are attractive

§ Your partner is pressuring you into sexual activity that you aren’t comfortable with .

2. Healthy vs. Unhealthy Relationship Using Music- Intimate Partner Relationships This is an activity that should not be one of the first used because you will be discussion violence. You will need to bring the lyrics to Love the Way You Lie by Eminem and Rihanna and Hold My Hand by Jess Glynne. Before the session stream both the videos so you can show them at the shelter.

§ Purpose: To discuss healthy versus unhealthy relationships with a partner § Ice Breaker: Every teenager will receive three notecards. They must write an

example of a healthy interaction with a partner versus unhealthy. After everyone is finished, the cards will be distributed to the group. The person will then read the interactions and say whether or not they think it healthy/unhealthy.

§ Start with Love the Way You Lie: Pass out the lyrics, play the song. Ask them, “what stuck out to you?” and “what do you see?”. Then proceed to play the music video (which is extremely violent). Ask the teenagers, “is this how you pictured the video?”, “what should the couple have done in this situation?”, and “how could they have changed their reactions?”

§ Play Hold My Hand the same way as the other song. § Activity: Paint or draw on a piece of paper what you would want a relationship

with a partner or friend to look like.

3. Healthy Relationships Discussion

§ Purpose: For the teenagers to understand the differences between a healthy and an abusive relationship while developing positive coping mechanisms.

§ Journaling: Have the students quietly reflect on the following questions, • Do you feel the need to change yourself in order to impress others? • What makes a healthy relationship? • How do you feel when you argue with your friends? • Do you sometimes not know how to handle your emotions? • What makes a relationship abusive?

§ All of the families in the shelter are survivors of a form of abuse, so it is critical for facilitators to be sensitive to the fact that domestic violence is directly impacting their lives.

§ During the discussion everyone will share the answers the wrote down during the quiet journal reflection.


B. Activities on Developing a Sense of

1. Stereotypes Using Humans of New York This will take a great deal of preparation. You will need to find 5-8 different pictures from Humans Of New York and write down the captions. Once at Rose House, you will glue/tape the blown up colored HONY picture onto a large sheet of sticky paper for the wall. Then write a vague caption on the top that will suggest a certain type of stereotype (trick the kids!!!!) During the activity the kids will silently walk around the room and try to guess the story of that person.

§ Purpose: To understand what a stereotype is and that we should not judge a book by its cover.

§ Start by writing the word stereotype on a piece of wall paper. Ask the teenagers to define it. Actively write down everything they are saying because they will feel like they are contributing to the definition.

§ Journal: On another piece of paper write “Don’t Judge a Book By Its Cover”. Ask the teens to reflect for 5 minutes about what the quote means to them. Discuss what they wrote.

§ Activity: HONY. Play quiet music while the teens walk around the room writing down their initial impressions on the pieces of wall paper. After everyone has written on the paper (takes about 10-15 minutes) go through the real stories of the pictures.

HONY Pictures and captions previously used: 1. "I scratch myself every time the cops come because they don’t like to deal with you if you’re bleeding.”


2. “Sometimes I feel like I’m not ready. And that’s a bad thought to have. Because once you get that thought into your brain, it goes into your body and your whole body shuts down.” “When is a time you felt like you weren’t ready?” “When I got out of foster care, I wasn’t hip to talking to people. In foster care, all we did was come home and go to our rooms, and I was living with this older autistic kid who would beat me up every day. So when I got out, I didn’t feel like I was ready to talk to people. I’d have to practice in the mirror every day.” 3. "I kept I getting in trouble at school, and my dad told me he was going to give up on me. But then he changed his mind and said that he was never going to give up on me." "What made him change his mind?" "I don't know. He just said it, went in his room, closed the door, then came out two minutes later and took it back." Italo Barbiero "Kid, parenting doesn't come with instructions. He's learning with you. And you are very lucky that he knows that too, and he's humble enough to admit it." Zoe Ragin "This is so real, sometimes you say things in anger then realize you could never mean it. That's an amazing father. JUST DONT GIVE UP ON YOURSELF."


4. “Friends? Dating?” “Bros.”

2. Self Love Using Poetry You will need to bring old magazines to the session so the teenagers are able to create collages about themselves.

§ Purpose: To express themselves through an “I am” poem and a collage. § This type of session can be used when you need something a bit lighter to life the

spirits and make the teenagers feel positive. § The poem can be written inside their journals.The format of the poem looks like

this, I am _____ and _______ I wonder_____________ I hear________________ I see_________________ I want_______________ I am ____ and ________ ***Same as the line from the beginning*** I understand_________ I say_______________ I dream_____________ I try_______________ I hope______________ I am _____ and_______ ***Same as the line from the beginning***

§ Allow the teenagers to share their poems with the group § Finish the session by taking the magazine and creating a collage in their journals.


3. Stress § Purpose: To discuss possible solutions to overcome the stressors in their lives § Journal: On the wall, propose the following questions and allow the students to

quietly reflect, • What is your definition of stress? • What brings the most stress into your life? • Who do you talk to when you are stressed out? • In what ways do you deal with your stress?

§ After the finish journaling, discuss every question in depth with the group.

4. The Future You! -Future Goals and Dreams

§ Start by writing the quote, “The future belongs to those who dream” § Purpose: To allow the teenagers to think about their future dreams and goals and

share them with the group. § Journal: Propose the following questions to get the conversation started

• What is your dream job? • What is your dream city to live in? • If you could eat one food for the rest of your life, what would it be? • What would make you most happy in life? • What is the future you wearing? • What do you do for a living? • Are you married or are you single? • Do you have any children? • How old to you envision the future you?


5. Problems in School- The Problem Tree § Purpose: Allow the teenagers to express what angers, concerns, and frustrates

them about their school system § Activity: Using a problem tree, draw a large tree on the wall. In the roots ask the

teenagers to write the problems they see in school, in the trunk write the symptoms of the issues, and in the branches/leaves write the solutions.

§ This allows teenagers to develop possible solutions to the issues that are bothering them in the school.

§ Encourages adolescents to become leaders and change-makers in their school environment.

6. Identity

§ Purpose: For the teenagers to understand how they are identified and how they want to be identified.

§ Journals: Ask the teens to quietly respond to the following questions • How do you identify yourself? • How do others see you? • Where are you from? Do you identify with where you live? • How do you want others to see you?

7. Traditions in Families

§ This is a great activity to do in December to get in the holiday spirit. § Purpose: To provide a space for the teenagers to share their favorite holiday

memories and traditions § Activity: Created a large Christmas tree and gave every teenager blank ornaments.

On the ornaments the teenagers were able to write down their favorite memories and traditions. The teenager will then share the tradition before sticking it onto the Christmas tree.


8. How to be a Divergent Outside of Rose House § This activity should be done in a later session after the facilitators have developed

a strong relationship with the teenagers. § Purpose: For teenagers to explore ways to express Divergent positive vibes in

their home life, relationships with friends, and at school § This discussion will allow the teenagers to implement the Divergent values and

morals in every aspect of their life. 9. What is a Hero?

§ Purpose: For the adolescents to think about whom they look up to in their lives while realizing that they themselves are hero.

§ Start by discussing what a hero is, brainstorm certain aspects of a hero, and write them onto a large wall sticky pad.

§ Ask the students the following questions, • Who are the heroes in your life? • How can you be your own hero?

§ Activity: Create yourselves as a hero on a piece of paper. In addition, add a superpower you have, create a name for your hero, and develop a back story.

10. Spring Cleaning: “Out with the Old and in with the new”

§ Purpose: What do you want to get rid of in life, and what do you want to improve?

§ Journal: Propose the following discussions and follow by openly discussing everyone’s responses,

• What is one thing you want to clean out of your life? • What is one thing you want to keep in your life? Why? • What is the most important thing in your life? Why?

11. Started From the Bottom , Now We’re Here

§ Purpose: To identify people who have come from nothing and truly made something great of themselves.

§ Write the quote “Started From the Bottom, Now We’re Here” on a large piece of paper. Have the teenagers identify and write people who have made a difference or overcome certain obstacles in their lives.

• Ex. Michael Orr, Brandon Stanton (HONY), Michael Jordan, etc.


12. College Applications

§ Purpose: Many of the adolescents will be first generation college applicants; therefore we want to answer any questions the students may have about applying to college.

§ The question box is extremely helpful here because if a teenager feels uncomfortable openly asking a question in the group, it will be anonymous.

§ Applying to college can be a stressful time, so we want to make the teenagers feel like they are prepared.

§ Topics to cover: FAFSA, Scholarships, SAT/ACT Preparation § Come prepared with supporting documents and information for first generation

college applicants.

13. Self Care- Love your Body-Health Education Discussion

Depending on how many teens are in the group, and your group dynamics. Feel free to separate the males and females to have two different conversations. However, it has worked with both males and females in the same conversation.

§ Purpose: Allow students to ask questions that you would find in a health course/sexual education class.

§ We found that several adolescents had never received a health class, and had a lot of questions in general.

§ Utilize the question box because this topic may make teenagers feel uncomfortable.

§ Make sure to stick to the facts because this should be a serious conversation!

14. Bullying

§ Purpose: To understand what a bully is, and what resources are available when you are a victim of a bully.

§ Teenagers, especially affected by DV, may become bullies as a way to cope with the trauma. In addition, some teenagers may become bullies themselves. Make sure to create a safe space where teenagers can discuss both sides

§ Journal: Ask the teenagers to respond to the following questions and proceed to discuss each question,

• What is a bully? • What can you do if you are being bullied/targeted at school? • What would you do if you witnessed someone being bullied?


C. Art Focused Activities

v Art focused activities are a great way to allow teenagers to unwind if the previous session was intense. These activities will allow teenagers to creatively express themselves without speaking too much.

1. Paint Yourself on a Page

§ Purpose: Allow the teenager to visually express themselves by painting § This type of session is good when there was a heavy session during the previous

group, or if the teenagers seem to be having an off day as a group.

2. Self Love- Find Yourself Through Photography

This is an activity to do after you have developed a close relationship with the teenagers because you will be photographing them. The photograph will not be shared with anyone but the group.

§ Purpose: Teenagers to develop a sense of self through a self-portraits, discover what they love about themselves, and develop an understanding of perspective.

§ Each teen will have their picture taken, if they would like. § Every teen will be allowed to take one picture of something they find beautiful

within the shelter. § Journal Activity: The teenagers will create lists in response to the following

questions, § 3 Things you are good at, 3 challenges you have overcome, 3

things that you like about your appearance, 3 ways that you have helped other, 3 things that make you unique, 3 compliments you have received from someone, 3 things you value most, 3 times you made other happy, 3 personality traits that you love about yourself.

§ This activity will be completed the following session when the teenagers receive the printed pictures. They will write on the back of the picture three things they love about themselves.

3. “Art Should Teach Not Just Entertain” using videos

§ Purpose: For the teenagers to express their opinion on different art forms through videos shown.

§ The following videos are meant to inspire the teenagers to explore what they want their art to teach the word.

§ Graffiti Art in Brooklyn: https://vimeo.com/79674352 § Spoken Word: Why I Think This World Should End

https://www.youtube.com/watch?v=itvnQ2QB4yc § Song: Stand By Me-Song For Change-Sung Around the world

https://www.youtube.com/watch?v=Us-TVg40ExM&ebc=ANyPxKrqryBUwTsNzw44PQfCHdi3p4Qdzafq5ScF9g1ElPhMtgMxhc7hk_uqQeO8gMVuEfLLsn6ZUMjWyiKwrCXoifk6UIVCnw

§ Free Hugs Campaign: https://www.youtube.com/watch?v=vr3x_RRJdd4


§ Dances: From So You Think You Can Dance https://www.youtube.com/watch?v=QpnNO5VCeik https://www.youtube.com/watch?v=RXJMJk_JC3o

§ During this session, the teenagers should be actively writing down their thoughts about the different videos. Afterwards they will discuss what the artist are trying to teach the world.

§ At the end, ask the adolescents to rank the different art forms from favorite to least favorite.

4. “Food For Thought”-Journal focused activity

§ Purpose: To allow teenagers to discuss different meaningful quotes, and develop opinions on pictures presented to the group.

§ This is an activity that can be used after a session with a difficult topic. § Use controversial pictures and inspiring quotes to discuss with the teens. § Journaling: Ask the teenagers to write a creative story about a certain picture or a

poem. If using a quote ask the teenagers to write about what the specific quote means to them.

ß This pictures was great because it brought up different conversations including farming, labor, and slavery.


Final Session v This final session will be focused on affirmations and wrapping up the semester,

or in the case that a Divergent is leaving use this session. v Each teenager will receive their notebook to keep and they will get their letter

from the first session back. v Every teenager gets a turn getting affirmations from the other members in the

group. v Everyone will participate in a “yearbook” signing. Each teen can write notes to

one another saying goodbye. v Give a final session survey about their favorite activities, what they liked, what

they think should change. v On a large piece of paper write the following question,

• What does Divergent mean to you?

This will spark a meaningful conversation about what the group means to every teenager.

Favorite Ice Breakers v Heads Up: Either download the application on your phone, or make it on

notecards. Before the session write different famous people, songs, and actions for the teenagers to play an activity similar to Heads Up!

v 2 Truths and a Lie: This is a great ice breaker for when the group is getting to know one another.

v Model Behavior: Ask two teenagers leave the room because they will become the “actors”. The people left inside the room will think of a specific action the “actors” will need to do. After the action is decided, ask the teenagers to enter the room starting to guess what the action is.

• Examples- Rowing a boat, kayaking, participating in a wheelbarrow race, talking on the phone, the Titanic pose, playing football, juggling, etc.

v Would You Rather: Before the session, write down would you rather on notecards. Use both sides of the notecards, and make them fun!

v Any type of theatre game has been successful with the adolescents!


Final Advice v Stay Positive!!! v Plan out the sessions a day prior and notify your teammates what the session is

going to look like. v Rotate who plans the lesson every week v Reflect with the other facilitators after every session. Some of the topics can be

extremely difficult to discuss with the teenagers, so discuss how you feel/how you think the specific session went.

v Create a Facebook secret group where you will be able to communicate with the other volunteers on a regular basis.

v Check the email often: § Email- [email protected] § Password: Divergent5646

v Meet with Nicolette prior to the beginning of the session. v This is your opportunity to be creative, develop effective lesson plans, and truly

help the teenagers through this transitional time period in their lives. v Do background research on how domestic violence affects teenagers lives (this

will help you understand why it is so important for us all to be working at Safe Horizons!)

Use of Curriculum

v Use this during training to show the types of activities done at Divergent. v The oldest, most experience facilitator should be the one reviewing this with the

newest volunteers. v Add to this curriculum! See what works and what does not. v During the training map out the activities you want to do for the first few sessions.

Brainstorm your ideas on the following page!


Week 1- Day 1 Day Leader: Co-facilitators: Topic: Ice Breaker: Journaling Activity: Interactive Activity: Week 1- Day 2 Day Leader: Co-facilitators: Topic: Ice Breaker: Journaling Activity: Interactive Activity: Week 2- Day 1 Day Leader: Co-facilitators: Topic: Ice Breaker: Journaling Activity: Interactive Activity: Week 2- Day 2 Day Leader: Co-facilitators: Topic: Ice Breaker: Journaling Activity: Interactive Activity: Week 3- Day 1 Day Leader: Co-facilitators: Topic: Ice Breaker: Journaling Activity: Interactive Activity:


Safe Horizons Weekly Progress Report

Dates of Service at Rose House: Day 1 Leader: Day 2 Leader: Day 1 Co- Facilitators: Day 2 Co-Facilitators:

Activities: Day 1

Topic: Ice Breaker: Journaling Activity: Interactive Activity: Overall Responsiveness of Teenagers: Day 2

Topic: Ice Breaker: Journaling Activity: Interactive Activity: Overall Responsiveness of Teenagers:


Curriculum Rationale v To encourage positive youth development among at-risk adolescents affected by

domestic violence. v Empower teenagers through positive engaging activities. v To create a sense of community for the youth of the Rose House. v Establish a safe space where ideas can be shared and every teenager is able to

develop their goals and voice.

Documents

Capstone Project-Final Version