Pupil Booklet - Ariel Trust Up... · 2016. 7. 19. · 6. Module 1: Developing the knowledge, attitudes and skills that young people needto e!ectively askfor help. Handout 2.2a. Before

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Name.

Face UpPupil Booklet

Contents

Module 1Developing the knowledge, attitudes and skills that young peopleneed to effectively ask for help.

Handout 1.1 .................. Page 2Handout 1.2 .................. Page 3Handout 1.3 .................. Pages 4-5Handout 2.1 .................. Page6Handout 2.2a .............. Pages 7-8Handout 2.2b .............. Page 9Handout 2.3 .................. Page 10Handout 3.1 .................. Pages 11-12Handout 4.1 .................. Pages 13-17

Module 2Developing skills that bystanders require to intervene.

Handout 5.1 .................. Page 18Handout 6.1 .................. Pages 19-21Handout 6.2 .................. Pages 22-23Handout 7.1 .................. Pages 24-25Handout 7.2 .................. Page 26Handout 8.1 .................. Pages 27-30Handout 8.2 .................. Page 31

Module 1: Developing the knowledge, attitudes and skills that young people need to effectively ask for help.

Handout 1.1!

There are many different form of abuse. It can be verbal and emotional, as well as physical. The ‘Teen Power and Control Wheel’ looks at a number of different forms of abuse that might be seen in teenage relationships. Think about this as you watch the films and consider the scenarios in ‘Face Up’.

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With thanks to the Alabama Coalition Against Domestic Abuse

© All Rights Reserved, 2016

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Module 1: Developing the knowledge, attitudes and skills that young people need to effectively ask for help.

Handout 1.2!

Text Control In this exercise, think about the film Text Control and in particular how Olivia acted in dealing with her boyfriend because of the positive support she received from her friends. Look at the words in the table below and think about which words can best be used to describe Olivia.!


Word Definition

Assertive Acting forcefully and with confidence

Clear Easy to understand

Aggressive Violent and likely to attack people

Confident Showing or feeling that you are certain you can do something well

Positive Definite or certain

Moral Support Help in the form of encouragement

Decisive Able to make decisions quickly and firmly

Supported To provide strength, help, or encouragement to someone

Isolated To place a person or thing apart or alone

Vulnerable Able to be hurt or harmed or attacked

Strong Not easy to defeat

Assured To act or speak confidently

Alone Without any other people or things; without help

Capable Able to do something

Module 1: Developing the knowledge, attitudes and skills

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Module 1: Developing the knowledge, attitudes and skills that young people need to ef

Handout 1.2

ext ContTText ContrIn this exerdealing with her boyfriend because of the positive support she r

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Handout 1.2

ol ext Contrcise, think about the film TIn this exer

dealing with her boyfriend because of the positive support she r

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Module 1: Developing the knowledge, attitudes and skills fectively a d to ef ffectively ask for help.

ol and in particular how Olivia acted in ext Contr m T Text Contrdealing with her boyfriend because of the positive support she r

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Module 1: Developing the knowledge, attitudes and skills fectively ask for help.

ol and in particular how Olivia acted in om her friends. eceived frdealing with her boyfriend because of the positive support she r

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ol and in particular how Olivia acted in om her friends.

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dealing with her boyfriend because of the positive support she rLook at the wordescribe Olivia.

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dealing with her boyfriend because of the positive support she rds in the table below and think about which worLook at the wor

describe Olivia.

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dealing with her boyfriend because of the positive support she rds in the table below and think about which wor

d orWWor Definition

Assertive Acting for

Clear Easy to understand

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ds can best be used to ds in the table below and think about which wor

Definition

cefully and with confidenceActing for

Easy to understand

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ds can best be used to

cefully and with confidence

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essiveAggr iolent and likely to attack peopleV

Confident Showing or feeling that you aryou can do something well

Positive Definite or certain

Moral Support Help in the form of encouragement

Decisive Able to make decisions quickly and

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iolent and likely to attack people

Showing or feeling that you aryou can do something well

Definite or certain

Help in the form of encouragement

Able to make decisions quickly and

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iolent and likely to attack people

e certain Showing or feeling that you aryou can do something well

Help in the form of encouragement


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firmly

Supported o TTo prencouragement to someone

Isolated o TTo place a person or thing apart or alone

ulnerableV Able to be hurt or harmed or attacked

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Able to make decisions quickly and firmly

ength, help, or ovide stro prencouragement to someone

o place a person or thing apart or alone

Able to be hurt or harmed or attacked

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ength, help, or encouragement to someone

o place a person or thing apart or

Able to be hurt or harmed or attacked

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ongStr Not easy to defeat

edAssur o TTo act or speak confidently

Alone Wwithout help

Capable Able to do something

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Not easy to defeat

o act or speak confidently

ithout any other people or things; Wwithout help

Able to do something

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o act or speak confidently

ithout any other people or things;

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Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for help. Handout 1.3"

Activity A #Film - 'Text Control'

The sentences below describe how Olivia and Danielle dealt with their boyfriend’s controlling behaviour. See if you can complete the sentences using the words from the word list below: "

Word list

#Confident Firm Assertive Aggressive

Isolated Moral Support Vulnerable

1. Danielle is left feeling upset by her boyfriend’s behaviour and felt _______ and _________.

2. If she asks for help, Danielle will feel much more _________ in approaching her boyfriend to discuss their relationship and how some of his actions make her feel.

3. Olivia felt able to deal with her boyfriend’s behaviour positively because of the __________ she received from her friends.

4. Olivia felt that her boyfriend’s behaviour was unacceptable and realised that she needed to be ________ and talk to him about how she felt and what she wanted.

5. Olivia needed to discuss her feelings with her boyfriend in an ___________ way but without being _____________.


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Activity B !Film: Text Control

In the film, Olivia was able to deal with her boyfriend’s controlling behaviour assertively because of the support from her friends. In the grid below, see if you can find the words that could be used to describe Olivia’s actions. The answers run in straight lines in any direction. "

"B L I S C E D V J M M N N E Q L Q I R T F V Z T N N P M V Z P F L Z H R L I T Y R P T I W O K G Z P F O D T E I L L S L C A P A B L E N Z I F C Y I D B V Y V K R Y O G I S V U C T U U N G U R C U A Z D O C E C C P A S P B G S O R C V P D L A Z S H D U S A N N N F X T E W A I F K E A B S G X V K W A I H I I R I L M G M T Q S Q R X R J T E L B V O J H E Q D N M H I T N E D I F N O C A S K T V M F S Y B K Q P V C W M V E F H I F M L C N I A G K U P

ASSERTIVE ! ! CONFIDENT !! ASSURED ! ! CAPABLE ! CLEAR !DECISIVE ! ! FIRM ! ! ! POSITIVE ! ! STRONG


Activity B !

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In the film, Olivia was able to deal with her boyfriend’olling behaviour assertively because of the support fr

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L Q I R T F V Z T N N P M V Z P F L Z H R L I T Y R P T I W O K G Z P F O D T E I L L S L C A P A B L E N Z I F C Y I D B V Y V K R Y O G I S V U C T U U N G U R C U A Z D O C E C

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C P A S P B G S O R C V P D L A Z S H D U S A N N N F X T E W A I F K E A B S G X V K W A I H I I R I L M G M T Q S Q R X R J T E L B V O J H E Q D N

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5

Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for help. Handout 2.1

Use the blank network below to identify people who Danielle might talk to if she was a pupil in your class.


Module 1: Developing the knowledge, attitudes and





Module 1: Developing the knowledge, attitudes and skills that young people need to ehelp.Handout 2.1

Use the blank network below to identify people who Danielle might talk to if she was a

Module 1: Developing the knowledge, attitudes and skills that young people need to e

Handout 2.1




Module 1: Developing the knowledge, attitudes and ectively ask for !skills that young people need to e


Module 1: Developing the knowledge, attitudes and ectively ask for







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Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for help. Handout 2.2a

Before completing your story board, spend a little time thinking about some of the communication tactics that Danielle might use to ask for help effectively. Below, tick the ways in which you think Danielle should ask for help.

Body language ! ! ! open ! ! ! closed

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Module 1: Developing the knowledge, attitudes and skills that young people need to ehelp.Handout 2.2a

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e completing your story boar

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d, spend a little time thinking about some of the e completing your story boar

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Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for

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e completing your story boarBeforcommunication tactics that Danielle might use to ask for help efways in which you think Danielle should ask for help.

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e completing your story boarcommunication tactics that Danielle might use to ask for help efways in which you think Danielle should ask for help.

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d, spend a little time thinking about some of the e completing your story boarcommunication tactics that Danielle might use to ask for help efways in which you think Danielle should ask for help.

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Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for help. Handout 2.2b

Before completing your storyboard, think about the phrases below. Do you think the phrases would be useful for Danielle to use?


I’m upset with Luke and feel really hurt by him.

I’m upset with Luke as I think he is

behaving unreasonably. I feel he is trying to control what I do

and what I wear. I don’t think his behaviour is right and feel I need

help with how to deal with it.

I hate Luke and he

deserves to be punished.

I’m very angry with Luke

and am going to scream and shout at him to show exactly

how I feel.

I’m angry about how Luke is

behaving but not sure arguing with him is going to help the situation. I think it

would be best to talk to him calmly. Would you be able to

help me plan for talking with him?

9

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Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for help. Handout 3.1

Whilst watching the role plays, see if you can identify positive and less positive ways of seeking help. Think about the communication skills and language used.

Use the role play checklist below to help you. "

Body language ! ! ! open ! ! ! closed

Tone of voice soft ! ! ! hard

Volume ! ! ! ! loud !! ! quiet

Eye ! ! ! ! contact !! direct

Facial expression ! frown! ! ! smile

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Module 1: Developing the knowledge, attitudes and skills that young people need to ehelp.Handout 3.1

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11

2. Use this space to record examples of positive approaches to ask for help.

3. Use this space to record examples of what might be considered negative approaches in asking for help.

4. It might be useful to think about the type of language used to ask for help. Use this space to record examples of positive language.


12

Module 1: Developing the knowledge, attitudes and skills that young people need to e!ectively ask for help. Handout 4.1 - organisations providing support

Answer the following questions by researching organisations that can provide help and advice. Follow the web links to find the answers to the questions.

1. List four examples of an abusive relationship. !www.refuge.org.uk/get-help-now/help-for-women/recognising-abuse

2. Three things you could do to support a friend or family member experiencing domestic violence.

www.nationaldomesticviolencehelpline.org.uk/support-a-friend-or-family-member-experiencing-domestic-violence.aspx


1. ____________________________________________________________________"

2. ____________________________________________________________________"

3. ____________________________________________________________________"

4. ____________________________________________________________________"

1. ____________________________________________________________________"

2. ____________________________________________________________________"

3. ____________________________________________________________________"

13

3. Broken Rainbow provides the following support.

www.brokenrainbow.org.uk/help/helpline "

4. National organisations that can provide help and support. Complete the table below:

Respect Not Fear - The Hideout – Barnardos -

www.respectnotfear.co.uk/!www.thehideout.org.uk/ www.barnardos.org.uk/what_we_do/our_work/domestic_violence.htm

Name of Organisation Website Address Telephone Helpline Number

Type of Service Offered


14

5. ChildLine offers the following services to support people who may be affected by controlling or abusive behaviour.

www.childline.org.uk

6. NSPCC stands for the following: www.nspcc.org.uk/fighting-for-childhood/what-we-stand-for/

7. NSPCC can offer the following support:


15

8. Men’s Advice Line, six steps to increase safety and help to reduce the risk from an abusive partner.

www.mensadviceline.org.uk/pages/straight-male-victims-of-domestic-violence.html


1. ____________________________________________________________________"

2. ____________________________________________________________________"

3. ____________________________________________________________________"

4. ____________________________________________________________________"

5. ____________________________________________________________________"

6. ____________________________________________________________________"

16

9. School Support Networks

See if you can write a list of useful people who could offer support in your school. Here are a couple of ideas to get you started:

10. Three organisations that can offer support in my local area are:

https://www.womensaid.org.uk/domestic-abuse-directory/


1. Form Tutor"

2. Peer Mentor"

3. Safeguarding O#cer"

4. ____________________________________________________________________"

5. ____________________________________________________________________"

6. ____________________________________________________________________"

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2. ____________________________________________________________________"

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17

Module 2: Developing skills that bystanders require to intervene.

Handout 5.1!Think about the words on the right hand side of the page and work out which words can best be used to describe the behaviour of Gemma from the film ‘Teenage Kicks’. Think about whether the words apply to the way she tried to intervene.


Word

Intervene

Defend To protect someone or something against an attack or accusation.

Caring Display kindness and concern for others.

Challenge To question whether something is correct.

Empathy To be able to understand and share in the feelings of another person.

Passive Not resisting or fighting against something.

Ignore To take no notice of a person or thing.

Taking care not to inconvenience or hurt others.

Supportive To give strength, help, or encouragement to someone.

Sympathetic or helpful.

Approachable Friendly and easy to talk to.

Compassion Sympathetic concern for other people.

Helpful Giving help, useful.

To interrupt a discussion or fight to try to stop it or change its results. !

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18


Handout 6.1!!

What could Jane’s friend have said to Mark when he arrived in the car?



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19

What might her friends say to reduce the risks associated with getting into Mark's car?

What actions might her friends take to reduce the risks associated with driving off in Mark's car without them?

What might Jane's friends say in school the next day?

Who might Jane's friends talk to in order to ask for support?


20

How might Jane's friends ask for support?

What else might Jane's friends do to intervene in positive ways?


21


Handout 6.2!A synonym is a word that means the same as, or almost the same as, another word.

Activity A

Find the synonym for the five underlined words below.

1. Trustworthy Unreliable Undependable Reliable

2. Defend Attack Hurt Protect

3. Challenge Accept Confront Agree

4. Assertive Unsure Shy Firm

5. Understanding Considerate Selfish Mean

Activity B

Match up the six pairs of synonyms in the grid and write your answers below. One pair has already been found for you.

Witness Backing Uninvolved Empathetic

Dishearten Passive Intervene Observer

Support Involved Discourage Understanding

1. Passive Uninvolved 4. _________ _________

2. _________ _________ 5. _________ _________

3. _________ _________ 6. _________ _________


22

Activity C

Word List

Empathy ! Passive ! Considerate ! Supportive ! Intervene ! Compassion ! Helpful!Challenge ! Approachable !! Defend ! Caring !! Understanding ! Ignore

A Use the word list above to find the missing words in the sentences below:

‘Teenage Kicks’ !Gemma can see how upset Lucy is by Jay’s behaviour and she tries to ____________ him. Unfortunately Jay _________________s her and continues in his aggressive behaviour.

‘There She Goes’ !The girls are annoyed with their friend when she goes off in the car with Mark instead of going shopping as planned. The girls aren’t really being _________ of their friend and do not understand the pressure that Mark is putting on Jane.

B Now use some of the words above to create your own sentences to describe the behaviour of the bystanders in the films.


1. ____________________________________________________________________!

____________________________________________________________________!

____________________________________________________________________!

2. ____________________________________________________________________!

____________________________________________________________________!

____________________________________________________________________!

3. ____________________________________________________________________!

____________________________________________________________________!

____________________________________________________________________!

23


Handout 7.1!

The girls decide they are going to challenge Mark and they approach him after school the following week. What might they say to him? How can they encourage him to change his behaviour? It is helpful if you role play this conversation, it is the best way to practice the skills that you might need one day.

Use these questions to think through what you might say in your role play.

How might the girls describe their own feelings?

! •! Do they feel Mark’s actions are fair? ! •! Is he thinking about other people? !



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24

What might the girls say about Mark? ! •! What might his actions reveal about his personality? ! •! Are there ways in which he could project a more positive image of himself?

What might the girls say about Jane? ! •! How might she be feeling about Mark's behaviour? ! •! What might happen to their relationship if they continue to behave in this way? !

What other things should the girls consider? ! •! Time & Place ! •! Body Language ! •! Tone of Voice ! •! Open language ! •! Listening to Mark’s point of view


25

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26

Summary Activity: Asking for help / Intervening as bystanders. Handout 8.1!Use the boxes below to draft answers from Emma in response to the problems. The questions should help you to think through what she might say.

In the third problem, Joanne is talking about her girlfriend. She is always checking up on her, these questions might help pupils to focus on some of the key issues.

! •! Does her girlfriend understand how her controlling behaviour is making Joanne feel?

! •! What does Joanne need to do to help her girlfriend understand her feelings? ! •! Does Joanne understand why her girlfriend is checking up on her? ! •! How will tone of voice be important when she shares her feelings? ! •! What will they have to do if they are going to work out a compromise? ! •! If they can’t agree a compromise, what options will they have? Is there somewhere !

Joanne could go for more support? !


Dear Joanne!

From Emma

Summary Activity: Asking for help / Intervening as

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27

In the fourth problem, Jake is worried about his mate’s girlfriend. His mate doesn’t want her to hang around with the group of lads and has smashed up her phone because she was texting mates from her class. ! •! What words would you use to describe the mate’s behaviour? ! •! How would you feel if someone did that to your phone? ! •! What could Jake do in response to this? ! •! Who do you think he should talk to? His mate? An adult? ! •! How could Jake advise the girl to talk to her boyfriend about how she feels? ! •! When is the best time to have this conversation? ! •! What is a safe space in which to have this conversation? ! •! What might happen if she does nothing about this? !


Dear Jake!

From Emma

28

In the fifth problem, Sarah is talking about her friend. Her new boyfriend is telling her that she doesn’t love him because she wants to spend time with her friends

! •! In a healthy relationship, is it normal for the girl to want to spend time with her friends?

! •! How important is it for the boy to respect her wish to spend time with her friends? ! •! What words would you use to describe a healthy relationship? ! •! What can Sarah do to make sure she doesn’t lose touch with her friend? ! •! What words could Sarah suggest her friend uses to describe her feelings to her

boyfriend? ! •! How could he show that he has proper respect for his girlfriend? !


Dear Sarah!

From Emma

29

In the sixth problem, a young woman has split up with her boyfriend but feels he won’t leave her alone. She is suggesting that she might speak to her teachers.

! •! Would speaking to a teacher be the best thing to do? ! •! Would your school support someone in this position? ! •! What words might the girl use to describe her feelings to her teacher? ! •! What might the girl want her teacher to do to resolve things in a constructive way?


Dear Chloe!

From Emma

30


Handout 8.2!!

Now it’s your turn to write a problem for Emma’s problem page. Use the space below to write your problem. Once you have written your problem you need to swap it with someone else and write a response. For homework, get an adult to give their advice and write a response to the problem.

Problem

Response



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Response

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© All Rights Reser

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31

Documents

Pupil Booklet - Ariel Trust Up... · 2016. 7. 19. · 6. Module 1: Developing the knowledge, attitudes and skills that young people needto e!ectively askfor help. Handout 2.2a. Before