Moral Kombat 1 Sample: Ethical Decision Making (Facilitator's Supplement) by Character Counts Service Corp

FACILITATOR’S

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2nd Edition Revised January 2016

Author & Creator: Carrie D. Marchant, M.A., Criminology Co-Author & Editor of Edition #2: Debbie Dunn, M.A. 1st Edition Editor: Kay Augustine, ED.S.

Disclaimer Although the information and recommendations contained in this publication were compiled from sources believed to be reliable, the MORAL KOMBAT 1 Facilitator’s Manual makes no guarantee as to, and assumes no responsibility for the correctness, sufficiency, or completeness of such information or recommendations. Other or additional methods may be used under particular circumstances. CHARACTER COUNTS!® and The Six Pillars of Character® are service marks of the Josephson Institute and are used in this publication by permission of the Josephson Institute of Ethics, 9841 Airport Blvd., Suite 300, Los Angeles, CA 90045. www.charactercounts.org. Copyright © 1999, 2016 MORAL KOMBAT 1 Facilitator’s Manual. All rights reserved by Carrie D. Marchant and Foundations for Life Principles, LLC. Reproduction in any form is prohibited without the specific written permission of C.D. Marchant and Foundations for Life Principles at P.O. Box 5815, Johnson City, Tennessee 37602. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Section 1

The MORAL KOMBAT Facilitator’s Manual was designed to assist the facilitator and the service provider with a basic and simple understanding of the MK programs and to give valuable information that will be needed to conduct the various modules. Please keep in mind that the information in this manual is very basic in nature. In order to conduct the programs effectively, training by Foundations for Life Principles is essential. During the training, the methodology is explained in great detail and practiced with experiential learning activities. Each of the programs is introduced and segments are practiced. Participants gain a clear understanding of how MK works and have the opportunity to ask vital questions and receive clarification on matters that may not be clear to them. A participant guide from each program (MK 1 to 10) and a facilitator’s guide are given to all participants to take home for review and study. A training manual and a disc are also included that details every component of the training and other valuable information. The participants have reported this training as being invaluable to their success in initiating and sustaining even one MK group session or a continuum of services. To register for training, log onto www.moralkombat.com, click on “MORAL KOMBAT” and then click the “Training” link. You may also call to register at 1-423262-0180 extension 102.

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MK was developed in 2000 in response to requests from juvenile court judges and school officials in Tennessee who were looking for a program that incorporated the nation’s best practices while at the same time had a focus on character education. The methodology has been continually updated with the latest researched best practices and MK continues its journey to positively affect the lives of teens and families everywhere. Our average 78% non-reoffend rate shows our effectiveness. However, not all youth and families who participate in MK are “offenders.” In fact, many attend MK groups by enrolling themselves to assist with family communication and conflict resolution issues, emotion control and anger management concerns, etc. Others may attend because a school representative or youth-serving organization or counselor has recommended participation. Teachers may choose to utilize the MK curriculum in their classrooms as teaching tools for character education, life skills, anger management, etc. There are no limits as to who may participate in MK groups or who may refer. The fact is, most youth, regardless of their backgrounds, would learn and benefit from their MK experience.

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Cognitive behavioral based strategies and approaches and CHARACTER COUNTS!® The Six Pillars of Character® (trustworthiness, respect, responsibility, fairness, caring, and citizenship) build the foundation for this program. Youth learn to internalize these values while also gaining an understanding of ethical decision-making models and strategies. They learn how to apply these to their lives.

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Course Description: Cognitive behavioral based strategies and approaches and CHARACTER COUNTS!® The Six Pillars of Character® (trustworthiness, respect, responsibility, fairness, caring, and citizenship) build the foundation for this program. Youth learn to internalize these values while also gaining an understanding of ethical decision-making models and strategies. They learn how to apply these to their lives.

Course Description: Many youth have no idea how to create and sustain a productive, positive life for themselves. The focus of this program is on life, job and everyday survival skills for youth. (An adult program is also available). In “Surviving Life,” youth receive a reality crash course in character education, personal relationships, teen parenting, emotion control, budgeting, and how to find and keep a job. Using cognitive behavioral based strategies and approaches, this is an intensive program. It is designed more for the older teen. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Course Description: This program was designed primarily to be used as a support guide for parents and caregivers of youth who complete a MK program or course guide. However, it can also be used with parents individually or as a couple to help resolve some of the most difficult issues we have as parents and to give a little support along the tumultuous path to raising a teenager. We also include helpful information for divorced parents and parents of students with chronic attendance and discipline issues.

Course Description: This program uses cognitive-based strategies to help troubled youth learn to deal with the turbulent emotions and stressors that often lead to serious problems for today’s teens. The “Emotion Control” program first addresses the powerful emotions that stem from rejection, failure, criticism, frustration, confusion, and disappointment which many times culminate in anger and rage. Stuffing emotionally volatile kids into anger management programs intended for developmentally mature adults in hope that it will make a difference is at best unrealistic, and at worst, downright dangerous. In “Emotion Control,” anger management techniques are addressed after the emotional issues are effectively dealt with. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Course Description: This program utilizes cognitive-based strategies to help teens and adults who do not have serious alcohol or drug problems. This program is intended as an education, intervention and awareness program. It is meant to provide guidance and educational insight to teens whose A & D experimentation has created problems in their lives.

Course Description: This program, using cognitive behavioral based strategies and approaches, guides teens and adults through an educational process to help them with personal self-control issues. Areas of study include theft, shoplifting and writing bad checks. Its mission is to help youth put an end to their disruptive behaviors and to build solid respectable futures based on a foundation of ethical decision making and a genuine desire to make the right choices, for the right reasons, for their own well-being and for the well-being of their families and their communities.

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Course Description: The number one cause of death for teens between the ages of 16 to 19 is from injuries caused by motor vehicle crashes. Studies indicate that teens in this age group are four times more likely than older drivers to be in an accident. This program, utilizing cognitive behavioral based strategies and approaches, uses role-playing techniques and preventive guidance for teens who need to know how good decision-making skills and personal self-control can help make up for a lack of driving experience. It helps keep them, their passengers, and others they meet on the road, safe and alive.

Course Description: During adolescence, a teenâ&#x20AC;&#x2122;s need for independence grows and asserts itself in many ways, often leading to very stressful and conflict-producing relationships between them and their parents. This program, utilizing cognitive behavioral strategies and approaches, is a hopeful solution to help re-establish balance to this parent-teen relationship. Family Reunion is a parent and teen communication and conflict resolution program, designed to give both parents and teens the skills they need to communicate effectively and understand each otherâ&#x20AC;&#x2122;s individual and unique needs. ÂŠ 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Course Description: Truancy is one of the leading causes of teens not graduating high school, living in poverty, and ending up in prison. Kids are truant for a variety of reasonsâ&#x20AC;&#x201D;friends, poor relationship with teachers, a disconnectedness from their school, lack of interest in class topics, being bullied or teased, low self-esteem, drug or alcohol use, language barriers, lack of adequate social skills, etc. In this program, utilizing cognitive behavioral strategies and approaches, we educate our youth with eye-opening insight into the laws and regulations that, in many states, charges parents with Class C Misdemeanors for each day a child misses school. The program empowers youth to succeed by giving them specific options for overcoming their fears and insecurities. It offers ethical decision-making strategies that work, by teaching them (through a facilitated, mentored environment) proven communication, conflict resolution and negotiation skills. This curriculum is divided for use as a shorter or longer duration curriculum.

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Course Description: This program is designed for schools for grade recovery. School Systems may choose to allow students who have managed to maintain their grades, but have missed entirely too many days or have been tardy too many times to pass to the next grade level, to attend â&#x20AC;&#x153;Truancy Summer School.â&#x20AC;? Truancy Intervention Program imparts the harsh reality that truancy is one of the leading causes of teens not graduating high school, living in poverty, and ending up in prison. Utilizing cognitive behavioral strategies, this program teaches youth to re-strategize their futures.

Course Description: The Surgeon General warns that about 3,800 kids start smoking every day. Because tobacco is so addictive, we know that once kids start, they are not likely to stop on their own. This program utilizes REBT (Rational Emotive Behavioral Therapy) and educates them about health risks and the dangers of this addiction. This education, awareness, and intervention program was developed to combat the highly addictive nature, glamorization and commercialization of smoking and the use of smokeless tobacco from both a health and legal perspective.

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Section 2

MORAL KOMBAT provides tools, strategies and techniques to help youth and their families who are dealing with difficulties in their lives. We help them find their way along what can be a very tumultuous path. MORAL KOMBAT uses cognitive awareness, ethical decisionmaking strategies and techniques, based on CHARACTER COUNTS!® The Six Pillars of Character® and the nation’s best practices to offer the best intervention possible.

MORAL KOMBAT is unique because it not only offers fun, inspiring, and wisdom-filled curriculum, but unique pedagogy and methodology that together make the MK magic. The following are all components of MK. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Cognitive Behavioral Therapy (CBT) teaches people how to change how they think about things. Rational Emotive Behavioral Therapy (REBT), which was developed in the 1950’s by Dr. Albert Ellis, is the original Cognitive Behavioral Therapy and is now widely practiced throughout the world. CBT and REBT are self-help methods of dealing with life’s problems. In fact, CBT and REBT methods are quick to learn. Participants may grasp the basic concepts in a few weeks but are encouraged to continue to learn and practice these methods. REBT works to show us that the world around us and those people in it do not create emotions; rather, it is the interaction with both, and the beliefs and expectations that we hold, that lead to the emotions we feel. The theory behind REBT simply says: It is generally irrational and self-defeating to get all worked up about someone else's behavior.

A good example is someone else's behavior "making us angry.” Anger is a common emotion but very damaging in how it makes you feel (and its impact on how others feel.)

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A more accurate way to say it is:

Putting unrealistic “musts and shoulds” on other people only sets you up for failure. If you tell someone they should/must respect you, the fact is that they don’t have to do anything. Do you own or control them? Of course not! You are only setting yourself up for failure by demanding something. The fact is that you wish/prefer they would respect you. REBT is based on a few simple principles that will promote profound change: ❶ You are responsible for your own emotions and actions. ❷ Your harmful emotions and dysfunctional behaviors are the product of your irrational thinking. ❸ You can learn to see things realistically, therefore creating a better and deeper acceptance of yourself and greater satisfactions in life. REBT says there are clearly two very different types of problems: practical problems and emotional problems. Our flawed behaviors represent practical problems. Unfortunately, our human tendency is to be upset about these practical problems, therefore creating the next set of problems--emotional suffering. REBT deals with the emotional suffering by helping you: ❶ Take responsibility for your own pain and suffering. ❷ Recognize and realize neither people nor the circumstance cause your emotional pain. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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❸

Identify the irrational “must, should and have to” statements.

❹ Dispute the “must, should and have to” statements and replace them with the rational “wish, wants and preferences” statements. Here are some examples:

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Collective Group Activity: At every appropriate opportunity, facilitator should strive to move students from an attitude of “I Can’t” to the more comforting and positive attitude of either “I Can’t Yet” or “I Can.” Additionally, help the students to rephrase “LOCK Values” statements, those negative, defeatist attitudes, to “KEY Values” statements, those optimistic, I-can-do-so-much-better-now-that-I-have-learned attitudes.

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So, for teens trying to earn their way off of probation, what does it all boil down to? Based on this easel, teens should answer the following questions:

❶ As it says on the easel, if “good choices produce good results,” … A. What good results do you hope to achieve? B. What kind of good choices could you make to achieve those good results? ❷ As it says on the easel, if “better choices create better results,” … A. What better results do you hope to achieve? B. What kind of better choices could you make to achieve those better results? ❸ As it says on the easel, if “the best choices produce the best possible result,” … A. What best possible results do you hope to achieve? B. What kind of best choices could you make to achieve those best possible results?

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 Poor Decision: A poor decision is unacceptable because it is illegal, unethical, and/or ineffective.  Good Decision: A good decision legally, ethically and effectively accomplishes the primary purpose.  Better Decision: A better decision legally, ethically and effectively accomplishes the primary purpose without causing unintended and/or undesirable consequences.  Best Decision: The best decision legally, ethically and effectively accomplishes the best possible result while avoiding unintended consequences and enhancing the decision maker’s credibility and relationships. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Step-by-Step process of how to teach R.E.B.T. and about Cognitive Distortions aka (also known as) Mind Twists:

In these sessions, we are going to explore one of the most profound methods for bringing about a positive KEY mindset of rational and emotional change. The sophisticated name for it is Rational Emotive Behavioral Therapy or REBT. In our sessions, we’re just going to call it, “Logical Thinking,” which helps us get rid of a LOCKED mindset of irrational, illogical beliefs that some people like to call “stinking thinking.” © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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We need to begin to realize that everything we do begins in our thought processes. In other words, our actions don’t become our actions until we think about it. Located in some place in our mind—our thoughts become beliefs. Then, we begin to act on our beliefs. This is what we are looking at in this session. REBT or “Logical Thinking” is a part of the cognitive behavioral approach. Cognitive basically means relating to thought processes. One thing we want to do from the very beginning is learn to quit making excuses, quit blaming others and other situations for our problems. Most of all, get rid of negative, stinking thinking by starting to think logically. Along with the negative, stinking thinking comes what professionals call “Cognitive Distortions” or “Mind Twists.” Cognitive distortions or “Mind Twists” are inaccurate thoughts or ideas which keep up negative thinking and help to keep negative emotions going. The theory of cognitive distortions was first proposed by David D. Burns, M.D. 2

Burns, David D., MD. 1989. The Feeling Good Handbook. New York: William Morrow and Company, Inc.

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Please note: Here is the overview of the next few pages:

Unfortunately, conflict happens all the time. It all starts with the ‘A’ of the A-B-C-D-E-F process of R.E.B.T. which stands for an ACTIVATING EVENT. This ACTIVATING EVENT frequently happens in the HEAT of the Moment.

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Observe Maslow’s Hierarchy of Needs developed by Abraham Maslow, an American Psychologist. The ‘Freedom & Fun’ step came from William Glasser’s Basic Needs list. Based on this bottom-up chart, let’s examine some examples of some stress-producing ACTIVATING EVENTS. LIFE NEEDS: A bully steals your lunch money. SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about. FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer. BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you. BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure. RESPECT & SELF-RESPECT: A bully trash-talks you, your Mama, or some other person you care about. SELF-ACTUALIZATION: You are dealing with worthiness issues because a friend, parent, or significant other either stands you up or does not call as promised. Write down the Activating Event that ended with you being put on probation: _______________________________________________

__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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These example ACTIVATING EVENTS potentially inspire the following thoughts (HEAD) and emotions (HEART):

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We will temporarily skip Step B (BELIEFS) / HUNCH and go straight to ‘C’ of the A-B-C-D-E-F process of R.E.B.T. -- (CONSEQUENCES) / HANDS (action taken).

There are three categories of conflict responses. Two of them typically lead to LOCKED-up mindsets of Irrational and Illogical negative-type beliefs and actions. The third one typically leads to KEY mindsets of Rational and Logical positive-type beliefs and actions.

❶ COLD Responses also known as PASSIVE Responses to Conflict

❸ COOL Responses also known as ASSERTIVE Responses to Conflict

❷ HOT Responses also known as AGGRESSIVE Responses to Conflict

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Put a checkmark next to any examples you have ever done of COLD Responses also known as PASSIVE Responses to Conflict:

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Put a checkmark next to any examples you have ever done of HOT Responses also known as AGGRESSIVE Responses to Conflict:

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Put a checkmark next to any examples you have ever done of COOL Responses also known as ASSERTIVE Responses to Conflict:

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TASK: On the previous 3 pages, use a highlighter or put an asterisk next to any responses to conflict (CONSEQUENCES/HANDS – Actions taken) you utilized based on the ACTIVATING EVENT that resulted in you being put on probation. Imagine the examples listed below had happened to you sometime in your past. Tell how you would have handled these particular ACTIVATING EVENTS. Which actions would you take? LIFE NEEDS: A bully steals your lunch money.

___________________________________________________ ___________________________________________________ SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about.

___________________________________________________ ___________________________________________________ FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer.

___________________________________________________ ___________________________________________________ BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you.

___________________________________________________ ___________________________________________________ BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure.

___________________________________________________ ___________________________________________________ RESPECT & SELF-RESPECT: A bully trash-talks you, your Mama, or some other person you care about.

___________________________________________________ ___________________________________________________ SELF-ACTUALIZATION: You are dealing with worthiness issues as a friend, parent, or significant other either stands you up or does not call as promised.

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We will now return to the ‘B’ of the A-B-C-D-E-F process of R.E.B.T. -BELIEFS / HUNCH.

Depending on your BELIEFS about this ACTIVATING EVENT, you typically get a HUNCH or gut feeling to handle the situation by either utilizing LOCK or KEY BELIEFS and Behaviors. LOCK BELIEFS and Behaviors are typically irrational, illogical and demonstrate the HOT/Aggressive or COLD/Passive Responses to Conflict. KEY BELIEFS and Behaviors are typically rational, logical and demonstrate COOL/Assertive Responses to Conflict. This brings us back to the Cognitive Distortions or Mind Twists referenced earlier in this chapter. There are ten main Mind Twists / BELIEFS for us to consider. Trust your HUNCHES/Gut instincts as to which, if any, would be the best response to handle the situation. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved. Page 28

For each one of the ten Mind Twists/Cognitive Distortions, we often default to choosing to act on our LOCKED mindsets of negative unhelpful BELIEFS. As a result, we would likely find ourselves feeling unhealthy negative emotions such as being mad, enraged, sad, worried, bored, scared, annoyed, upset, depressed, hopeless, ashamed, embarrassed, humiliated, frustrated, exasperated, guilty, feel like crying, agitated, and/or nervous. We might find ourselves experiencing physical distress symptoms such as fatigue, numbness and tingling, sleep tension, nightmares, muscle tension, clenching your jaws, grinding your teeth, increased and rapid heart rate, shortness of breath, hyperventilating, sweating, headaches, red or flushed face, feeling hot in the neck or face, shaking or trembling, dizziness, weakness in legs, feeling like you are going crazy, ringing in ears, feeling of burning or cold in body, joint pain, limb pain, back pain, neck pain, intestinal disorders, changes in appetite, stomach ache or stomach cramps, nausea, vomiting, urgency to urinate, weight loss, weight gain, stuttering, and other pain symptoms. In that case, we typically would find ourselves displaying unhelpful behaviors such as COLD/Passive Responses to Conflict or HOT/Aggressive Responses to Conflict. ÂŠ 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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As an illustration, let’s discuss the following example.  ACTIVATING EVENT / HEAT of the Moment: Someone hits you.  HEAD – Thought: That kid hit me for no reason. I sure don’t want him/her to hit me a second time.  HEART – Emotion: That makes me feel hurt, sad, angry, and scared. It also hurt my pride.  BELIEFS about Event – HUNCH: I believe that if I don’t hit him/her back, he/she will choose to hit me again and again.  CONSEQUENCE – HANDS – Action taken: I hit that kid back. It then turned into a ‘knock down-drag off’ fight. Two teachers had to separate us. We both got detention. Before we examine the meaning of each of the 10 Mind Twists/Cognitive Distortion and the ‘D,’ ‘E,” and ‘F” of the A-B-C-D-E-F process of R.E.B.T., let’s briefly discuss the HABIT step which is the Habitual (Default) Responses to Stressors.

In response to being hit or called a name you did not like, you might have developed a HABIT or Habitual (Default) Response to those or other stressors. Perhaps you developed this good or bad HABIT of Response since this action worked for you at least once, it worked for others, or you simply can’t think of any other way to respond. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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When you face stressors such as the examples listed below, fill in the blanks with any bad or good HABITS of responses you typically would display: ‘

LIFE NEEDS: A bully steals your lunch money. SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about. FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer. BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you. BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure. RESPECT & SELFRESPECT: A bully trashtalks you, your Mama, or some other person you care about. SELF-ACTUALIZATION: You are dealing with worthiness issues as a friend, parent, or significant other either stands you up or does not call as promised. Your action response to your ACTIVATING EVENT that got you put in this class.

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For each and every stressor, you have a choice of how you respond. This is your opportunity to activate the ‘D’ of the A-B-C-D-E-F process of R.E.B.T. – DEBATE/DISPUTE / HAGGLE/HASH OUT. Depending on which road you choose, so to speak, a different set of consequences have the potential to result. See picture below.

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Going back to the example of the ACTIVATING EVENT of someone hitting you, you have the opportunity to utilize the ‘D’ option of the A-BC-D-E-F process of R.E.B.T. – DEBATE /DISPUTE / HAGGLE/HASH. Question: If you, figuratively speaking, make the left-hand fork-in-theroad choice to hit back or fight the individual (a LOSE-LOSE OR WIN-LOSE outcome with that person), what are the possible consequences that might happen to you? Question: What stakeholders might be impacted by this decision? Question: If you make the right-hand fork-in-the-road choice to find a way toward a WIN-WIN outcome with this individual, what are the possible consequences that might happen to you? Question: What stakeholders might be impacted by this decision?

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Dr. Albert Ellis3 is the father of R.E.B.T. or “Logical Thinking” which helps get rid of negative ‘stinking thinking’. He explains it in an easy-tounderstand way. Dr. Ellis explains that people live in a physical and social environment and have several purposes in life:

In order to more easily reach these goals, it is best to strive for the MORAL COURAGE to DEBATE our irrational, illogical BELIEFS and instead activate the ‘E’ and ‘F’ options of the A-B-C-D-E-F process of R.E.B.T. – EFFECTIVE new beliefs and FUNCTIONAL Emotions, Behaviors, and Health.

________________________________________________________________________________________________________________________

Dr. Albert Ellis, The Albert Ellis Institute, “short term therapy, long term results” (www.rebt.org)

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In other words, it all boils down to our BELIEFS about this ACTIVATING EVENT and how you choose to allow yourself to respond. Typically, you get a gut feeling or HUNCH of the best way to respond that could potentially lead to a WIN-WIN Outcome instead of a LOSE-LOSE or a WIN-LOSE Outcome. Unfortunately, we often let our HEAD (thoughts) or our HEART (emotions) and sense of pride talk ourselves out of this HUNCH or Gut Feeling. If we can learn to always be aware of the CONSEQUENCES associated with each behavior/action choice we make and our Stakeholders who will be impacted by these choices, perhaps we have a better chance to make the best possible choices.

It is finally time to fully address the Mind Twists or Cognitive Distortions that might motivate us to make these good or bad behavior choices.

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Mind Twist/Cognitive Distortion #1: All-or-Nothing Thinking:

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

Based on the following examples, write in some possible All-Or-Nothing Thinking in the middle column and some more balanced BELIEFS in the right-hand column.

LIFE NEEDS: A bully steals your lunch money. SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about.

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FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer. BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you. BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure. RESPECT & SELFRESPECT: A bully trashtalks you, your Mama, or some other person you care about. SELF-ACTUALIZATION: You are dealing with worthiness issues as a friend, parent, or significant other either stands you up or does not call as promised. Your action response to your ACTIVATING EVENT that got you put in this class.

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Mind Twist/Cognitive Distortion #2: Overgeneralization

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

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Based on the following examples, write in some possible Overgeneralization Thinking in the middle column and some more balanced BELIEFS in the right-hand column.

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Mind Twist/Cognitive Distortion #3: Mental Filter & Disqualifying the Positive

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

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Based on the following examples, write in some possible employment of Mental Filters and Disqualifying the Positive in the middle column and some more balanced BELIEFS in the right-hand column.

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Mind Twist/Cognitive Distortion #4: Jumping to Conclusions, Mind Reading, & Fortune Telling

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

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Based on the following examples, write in some possible ways you mighhave Jumped to Conclusions or inaccurately employed Mind Reading or Fortune Telling in the middle column and some more balanced BELIEFS in the right-hand column.

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Mind Twist/Cognitive Distortion #5: Magnification, Minimization, Catastrophizing, & Awfulizing

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

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Based on the following examples, write in some possible ways you might have either used Magnification, Minimization, or you Catastrophized or Awfulized the situation in the middle column and some more balanced BELIEFS in the right-hand column.

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Mind Twist/Cognitive Distortion #6: Should, Must, and Have To

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

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Based on the following examples, write in some possible ways you might have used Should, Must, or Have To statements in the middle column and some more balanced BELIEFS of wishes, wants, or preference statements in the right-hand column.

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Mind Twist/Cognitive Distortion #7: Labeling and Mislabeling

TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion mean.

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Based on the following examples, write in some possible ways you might have used labeling or mislabeling in the middle column and some more balanced BELIEFS in the right-hand column.

LIFE NEEDS: A bully steals your lunch money.

SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about. FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer. BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you. BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure. RESPECT & SELFRESPECT: A bully trashtalks you, your Mama, or some other person you care about. SELF-ACTUALIZATION: You are dealing with worthiness issues as a friend, parent, or significant other either stands you up or does not call as promised. Your action response to your ACTIVATING EVENT that got you put in this class.

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Mind Twist/Cognitive Distortion Personalization, & Blaming

#8:

Emotional

Reasoning,

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Based on the following examples, write in some possible ways you might have used emotional reasoning, personalization, or blaming in the middle column and some more balanced BELIEFS in the right-hand column.

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BELONGINGNESS & AFFECTION: After going through a crisis, some people you thought were friends turned their back on you. BELONGINGNESS & AFFECTION: You feel at risk of losing a friendship unless you agree to give in to his/her peer pressure. RESPECT & SELFRESPECT: A bully trashtalks you, your Mama, or some other person you care about. SELF-ACTUALIZATION: You are dealing with worthiness issues as a friend, parent, or significant other either stands you up or does not call as promised. Your action response to your ACTIVATING EVENT that got you put in this class.

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Mind Twist/Cognitive Distortion #9: Always Being Right

Based on the following examples, write in some possible ways you might have claimed you were right even if you were wrong regardless of how the other person felt in the middle column and some more balanced BELIEFS in the right-hand column.

LIFE NEEDS: A bully steals your lunch money.

SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about. FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer.

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Mind Twist/Cognitive Distortion #10: Fallacies of Control, Fairness, Change, & Magical Thinking

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Based on the following examples, write in some possible ways you might have employed fallacies of control, fairness, or change or employed magical thinking in the middle column and some more balanced BELIEFS in the right-hand column.

LIFE NEEDS: A bully steals your lunch money.

SAFETY & SECURITY: A bully threatens your safety or the safety of someone you care about. FREEDOM & FUN: Due to breaking a law or a set of rules, you get put on probation for six months or longer.

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Collaborative Group Activity: Participants break into their collaborative groups and discuss which “Mind Twists” they have struggled with. They will then choose to write and perform a skit, parody, etc. which explains or illustrates one of the “Mind Twists” or make a cartoon on an easel sheet which illustrates one of the “Mind Twists” in action. Then, perform your skit for the group.

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Collective Group Discussion: Discuss if you think the following quotes relate to any of the ten mind twists. Why or why not?

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Take a look at this chart. How would you describe it?

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There are all kinds of ACTIVATING EVENTS we deal with like parents divorcing, a breakup of a boyfriend or girlfriend, getting in trouble at school or elsewhere, etc., that block us, make us fail, make us feel rejected, or make us experience discomfort. When these unfortunate activating events occur, we have a choice as to our reaction:

Being aware of your irrational thinking and then disputing those irrational beliefs by replacing them with rational thoughts and statements will begin to change belief systems, which will, in turn, change behavior. It is all about changing belief systems. ÂŠ 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Break into your collaborative groups and discuss any other illogical LOCK belief statement you may have made to yourselves in regard to life in general. Place them in the first callouts to the left. Take some time to discuss the concept of replacing the illogical belief statement with logical ones. Then, place your logical KEY belief statements beside your illogical belief statement on the callouts to the right.

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Get in small groups and choose some of the most interesting real life scenarios from group members or from the past where you used Irrational (Illogical) Belief Statements which lead to unhealthy, destructive consequences. Make a list of the five you find most interesting. ❶ ______________________________________________________ _________________________________________________________ _________________________________________________________ ❷ ______________________________________________________ _________________________________________________________ _________________________________________________________ ❸ ______________________________________________________ _________________________________________________________ _________________________________________________________ ❹ ______________________________________________________ _________________________________________________________ _________________________________________________________ ❺ ______________________________________________________ _________________________________________________________ _________________________________________________________ Then, as a group, take the Irrational Belief Statements above and turn them into Rational (Logical) Belief Statements. TASK: Each participant will choose one Irrational Belief Statement he or she believes was, indeed, the most powerful in causing the most harm in his or her life. Write that Irrational Belief Statement on a sheet of paper. Then, take that sheet of paper and make a paper airplane. This is how the facilitator directs the activity. See the next page. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved. Page 66

If your classroom is not lengthy, go to a hallway or outside, to have plenty of room. Inform the participants that they will be having a contest to see whose airplane will fly the farthest. We are also, at the same time, “freeing” our irrational thoughts. The purpose is to see how far away we can make our irrational thoughts go. Participants will go two at a time, with someone marking the winning flights. It will continue until a winner is declared. In this airplane activity, the students get to have some fun, while understanding the concept of “getting rid of stinking thinking.”

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This brings us back to the Cognitive Distortions or Mind Twists. There are ten main Mind Twists / BELIEFS for us to consider.

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Mind Twist/Cognitive Distortion #1 of 10: All-or-Nothing Thinking: TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

Regarding violating this law, write in some possible All-Or-Nothing Thinking you’ve employed in the middle column and some more balanced BELIEFS in the right-hand column. LOCKED negative BELIEFS

KEY positive BELIEFS

●Shoplifting ●Truancy ●Vandalism ●Assault ●Disorderly Conduct ●Drugs ●Alcohol ●Tobacco ●Reckless Driving ●Other

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Mind Twist/Cognitive Distortion #2 of 10: Overgeneralization TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

LOCKED negative BELIEFS

KEY positive BELIEFS

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Mind Twist/Cognitive Distortion #3 of 10: Mental Filter & Disqualifying the Positive TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

LOCKED negative BELIEFS

KEY positive BELIEFS

●Shoplifting ●Truancy ●Vandalism ●Assault ●Disorderly Conduct ●Drugs ●Alcohol ●Tobacco ●Reckless Driving ●Other

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Mind Twist/Cognitive Distortion #4 of 10: Jumping to Conclusions, Mind Reading, & Fortune Telling TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

LOCKED negative BELIEFS

KEY positive BELIEFS

●Shoplifting ●Truancy ●Vandalism ●Assault ●Disorderly Conduct ●Drugs ●Alcohol ●Tobacco ●Reckless Driving ●Other

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Mind Twist/Cognitive Distortion #5 of 10: Magnification, Minimization, Catastrophizing, & Awfulizing TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

LOCKED negative BELIEFS

KEY positive BELIEFS

●Shoplifting ●Truancy ●Vandalism ●Assault ●Disorderly Conduct ●Drugs ●Alcohol ●Tobacco ●Reckless Driving ●Other

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Mind Twist/Cognitive Distortion #6 of 10: Should, Must, and Have To TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

LOCKED negative BELIEFS

KEY positive BELIEFS

●Shoplifting ●Truancy ●Vandalism ●Assault ●Disorderly Conduct ●Drugs ●Alcohol ●Tobacco ●Reckless Driving ●Other

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Mind Twist/Cognitive Distortion #7 of 10: Labeling and Mislabeling TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

LOCKED negative BELIEFS

KEY positive BELIEFS

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Mind Twist/Cognitive Distortion #8 of 10: Emotional Reasoning, Personalization, & Blaming TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

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Here is the picture again:

LOCKED negative BELIEFS

KEY positive BELIEFS

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Mind Twist/Cognitive Distortion #9 of 10: Always Being Right TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

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Here is the picture again:

LOCKED negative BELIEFS

KEY positive BELIEFS

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Mind Twist/Cognitive Distortion #10 of 10: Fallacies of Control, Fairness, Change, & Magical Thinking TASK: By looking at the picture, interpret what you think this particular Mind Twist/Cognitive Distortion means.

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Here is the picture again:

LOCKED negative BELIEFS

KEY positive BELIEFS

●Shoplifting ●Truancy ●Vandalism ●Assault ●Disorderly Conduct ●Drugs ●Alcohol ●Tobacco ●Reckless Driving ●Other

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Listed below are some examples of cognitive distortions. Perhaps you will recognize some of these as struggles for yourself or for other people I know. There are ten main Mind Twists / BELIEFS for us to consider. Give examples in the space provided.

 Black OR White Thinking.  Something is All Good OR All Bad.

 Everything is Always …  Nothing Good Ever Happens …  Sentences that begin with words such as: Everybody …, Nobody …, All of the Time …, None of the Time …, All of Them …, None of Them …, Always …, Never …

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Only paying attention to certain types of evidence. Such as if a group of people issue compliments such as “Nice!,” “Smart!,” and “Cute!” One of the group issues a compliment such as “Wimp!” The person issued these mixtures of positive and negative comments will conclude “Nobody likes me!” based on that one negative statement.

 MIND READING: Assume you know what others are thinking.  THE FORTUNE TELLER ERROR: Predict negative future not based on facts.

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Exaggerate or Minimize the importance of events. Seeing only awful outcomes plus visualizing catastrophes.

When you direct “SHOULD” statements toward yourself or others, you feel anger, frustration, resentment, or guilt.

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Put down self, others, or life in general. Here are three examples:  SELF: I’m such a loser.  OTHERS: He (or She) is such a jerk.  LIFE: Life is the pits.

EMOTIONAL REASONING: I feel like a bad person; therefore, I must be a bad person. OR I feel it; therefore, it must be true. PERSONALIZATION & BLAMING:  My parents divorced; therefore, it must be my fault. VERSUS I broke curfew and got grounded. It’s all my friend’s fault for talking me into doing this.  We blame ourselves for something even though it was not really our fault. VERSUS Even though our attitude and behavior might have contributed to a problem, we blame others.

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 I am convinced I am always right. I am determined to convince you of this as well.  Being wrong is unthinkable.  My being right is more important than how you feel or think.

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FALLACIES OF CONTROL:  If we feel externally controlled, we see ourselves as a helpful victim of fate.  If we are internally controlled, we assume responsibility for the pain and happiness of everyone around you. FALLACIES OF FAIRNESS:  We resent it that LIFE is not always fair. This goes against our expectations and desires. FALLACIES OF CHANGE:  We expect others to change to suit us if we simply apply enough nagging and pressure.

MAGICAL THINKING:  The belief that acts will influence unrelated situations. We expect our sacrifice and self-denial to pay off, as if someone is keeping score.  Someone might say: “I am a good person, so bad things should not happen to me.” © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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The CHARACTER COUNTS!® 1 approach to character education doesn't exclude anyone. Their programs and materials are based on six ethical values that everyone can agree on — values that are not political, religious, or culturally biased. The Six Pillars of Character form the foundation for all the MORAL KOMBAT Programs.

CHARACTER COUNTS! The Six Pillars of Character are registered trademarks of the Josephson Institute. www.CharacterCounts.org

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In CHARACTER COUNTS!速 and MORAL KOMBAT, we are not only interested in helping participants grasp, absorb and learn to relate the concepts of the Six Pillars to their everyday lives but also to apply them when making ethical decisions. Without understanding the importance of good character and good decision-making skills, youth lack the moral compass they need to make it safely to their destinations. CHARACTER COUNTS!速 The Six Pillars of Character速 and good decision-making strategies provide that moral compass.

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CHARACTER COUNTS!® defines trustworthiness this way: “Be honest. Don't deceive, cheat or steal. Be reliable. Do what you say you'll do. Have the courage to do the right thing. Build a good reputation. Be loyal -- stand by your family, friends and country.” CHARACTER COUNTS!® defines respect this way: “Treat others with respect by following the Golden Rule. Use good manners, not bad language. Be considerate of the feelings of others. Don't threaten, hit or hurt anyone. Deal peacefully with anger, insults and disagreements. Be tolerant of differences.”

CHARACTER COUNTS!® defines responsibility this way: “Do what you are supposed to do. Persevere: Keep on Trying! Always do your best. Use selfcontrol. Be self-disciplined. Think before you act—consider the consequences. Be accountable for your choices.” CHARACTER COUNTS!® defines fairness this way: “Play by the rules. Take turns and share. Be open-minded; listen to others. Don't take advantage of others. Don't blame others carelessly.” CHARACTER COUNTS!® defines caring this way: “Be kind. Be compassionate and show you care. Express gratitude. Forgive others. Help people in need.” CHARACTER COUNTS!® defines citizenship this way: “Do your share to make your school and community better. Cooperate. Stay informed; Vote. Be a good neighbor. Obey laws and rules. Respect authority. Protect the environment.”

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❶ Divide into six groups representing one of The Six Pillars of Character . ❷ Each group will take a few minutes to review and discuss the “Six Pillar” definitions as seen on the next six pages. Take time to add to the definitions or make the definitions into your own words. ❸ On your butcher or easel paper, each of your group members will participate in drawing a picture of what each of you think represents your particular pillar. You will have five minutes to draw your picture. Remember you may use symbols or words to enhance your drawing. ❹ You will be timed. After the five minutes are up, groups will rotate to the next pillar easel paper. You will take a few seconds to review together their picture. You will then add to their picture, add symbols or words, enhancing the meaning of their particular pillar. You will have three minutes to add your own thoughts, symbols or words or additional drawings to the original artwork. ❺ Once the time is up, each group will continue to rotate, adding their insight to each pillar until they arrive at their original pillar site. ❻ Once the group has arrived at their original site, they will review the additions to their pillar and report what they see and feel about their new collective interpretation of their pillar to the collective group.

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Collective Group Activity: Trustworthiness Group Definition Consideration:

Issues to consider:  How have you felt when your friends, siblings, or others with whom you have significant relationships violate your trust?  How does it feel when you know you are worthy of someone’s trust?  How do you think others feel when you have violated their trust?  Do you think it is essential to every important relationship to be trustworthy?  What do you think is the difference between trust and trustworthiness?

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Collective Group Activity:

Respect Group Definition Consideration:

Issues to consider:  How have you felt when your friends, siblings, or others of whom you have significant relationships don’t respect you?  How do you think others feel when you don’t respect them?  Do you think it is essential that you show respect to others even if they don’t show respect to you? Why or why not?  What do you think it means that you don’t hold everyone in high esteem or admire them? Does it change the expectation for respect?  How does it feel when you are with someone and there is mutual respect?

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Collective Group Activity:

Responsibility Group Definition Consideration:

Issues to Consider:  Sum up all of the above by giving a simple definition of responsibility.  How do you feel about yourselves when you are responsible?  How do you feel about others when they are responsible with their obligations that have to do with you?  What do you think this quote means?

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Collective Group Activity:

Fairness Group Definition Consideration:

Issues to Consider:  How do you define fairness?  How do you feel when you are treated unfairly?  How do you think others feel when you treat them unfairly?  Do you believe that in almost every situation someone will feel that the outcome was unfair? Why?

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Collective Group Activity:

Caring Group Definition Consideration:

Issues to Consider:  What does it mean to engage or involve yourself in the well-being of others as if your happiness depended on theirs?  Do you think it is important to be able to have the ability to share in another person’s thoughts and feelings?  Describe how you show gratitude and forgiveness.  What do you think this quote means:

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Collective Group Activity:

Citizenship Group Definition Consideration:

Issues to Consider:  Give examples of what it means to be a good citizen to your family, friends and community.  Why is it important to respect authority?  Identify some ways that volunteers help in your community.  What else is important to you about citizenship?

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In experiential education, the participant is more actively involved in the learning process than in traditional, didactic education. Experiential learning is a form of teaching that utilizes direct "handson" experience. It is learning through reflection by doing (Do, Apply, and Reflect). Experiential learning is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are connections between all these theories of education, they are also separate terms with separate meanings. One of the keys to experiential learning is how the facilitator directs the process. It is the learner's experience that is most important to the learning process, but do not forget the wealth of experience a good facilitator also brings to the table. An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning experience. These facilitators stimulate the imagination and keep the participants captivated about the experience. In MK, each of the curricula is filled with experiential learning activities which are specific in nature to the topic at hand. ÂŠ 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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As mentioned above, whether you are a good facilitator or not, will break or make the experiential and group-learning process. Being not only a good facilitator, but a fabulous one, is essential to the MK group being a success. The word “facilitation” is derived from the French word “facile,” which means “easy.” To facilitate is to make the group process easy. The facilitator is not to problem-solve for the participants but to do things that will help them problem-solve and move the process along smoothly. A facilitator is someone who uses both intuitive and explicit knowledge of group work to guide them in successfully creating and delivering interventions that achieve their goals and objectives, while allowing true feelings on pertinent issues to be shared in a safe and open environment. Facilitators are essentially organizers and communicators with a special expertise in group dynamics. They are to ensure there is a culture of twoway expressive involvement with active listening which results in trusting communication among participants. They must develop a sense of timing that gives them a sense of discernment about when to push for more ideas and more involvement and when not to. The facilitator’s role is really about opening things up for discussion in a stimulating way, getting things out into the open and encouraging listening skills among the group. Being a fabulous facilitator takes practice, and even the best will tell you they are constantly adding tools to their tool box and learning new techniques and strategies. Facilitation is an art that blossoms with plenty of practice, passion and a positive attitude.

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Take a look at this picture. How would you describe it?

Introduction: Here is a great approach that will allow for a more cooperative and accepting environment in all ten of the MK curriculums. Rather than lecturing students about their wrong-doing, acknowledge the fact of their inherent wisdom. This is a face-saving approach that will ease the initial tension between facilitator and teens.

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Collective Group Activity:

Facilitator states: To go a little deeper, let’s briefly discuss the ZPD or Zone of Proximal Development created by an educational psychologist from Russia by the name of Lev Vygotsky. It’s not necessary you recall those names. We will simply refer to this as the “Inner Circle to Outer Circle Activity.” Look at the diagram. The innermost circle represents each one of us. You already have a toolbox full of a whole bunch of tools, so to speak, that you use to handle the conflict and stressors in your life. Some of those tools may work really well for you that keep the people in your life CARING for you, TRUSTING you, RESPECTING you, and being FAIR to you like your parents or guardians, your teachers, the principal, the police and court system, your boyfriend or girlfriend, your best friends, your acquaintances, and strangers on the street. And that is ideal. On the other hand, some of those tools that you have utilized in the past might have gotten you to lose some “TRUST and RESPECT points.” As a result, perhaps your parents or guardians punished you or grounded you. At school, you might have received a demerit slip, an in school suspension, a visit to the office, an out of school suspension, or you might even have gotten expelled. Your boyfriend or girlfriend might have broken up with you. Your best friend might have gotten upset with you. Other people you know or strangers might have gotten mad and tried to get back at you. Some of the tools you have utilized might even have gotten the police involved where you ended up having to take a class like this. TASK: Let’s focus on the positive tools first. We will go around the room. Tell about 1 to 3 tools you have used that have kept people CARING about you plus treating you with TRUST and RESPECT. TASK: Recalling that everything you share is confidential, please share even more details about the tool(s) you used that brought you to the © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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attention of the police and the court system, which caused you to have to take this ethical decision-making MORAL KOMBAT 1 class.

Look again at the diagram. See if you can spot the M.K.O. acronym. M.K.O. stands for “More Knowledgeable Other.” For example,with ropeclimbing, skateboarding, shooting a basket, driving, dancing, a craft activity, sewing, …, the list goes on and on, you might not have been able to learn how to do that activity without a “More Knowledgeable Other” teaching you.

TASK: So far, there are ten (10) MORAL KOMBAT courses. This one is about intensive character education and ethical decision-making. Let’s go around the room and give an example about a M.K.O., someone you TRUSTED and RESPECTED, who helped you make a decision about your life that you are so glad that you did.

Collective Group Activity: Take a look at the quote by I Ching. 1. Let’s get a volunteer to read it.

2. Thinking about the tools you use and used to solve conflicts and stressors, plus all the potential M.K.O.’s out there, how would you describe the meaning of this quotation? 3. Who is a M.K.O. who taught you a tool you wished you had never learned?

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Collective Group Activity: Look at the quote from Michael Jordan. 4. Let’s get a volunteer to read it. 5. Thinking about the obstacles you have had to face that made you end up having to take this class, how would you describe this quote?

To conclude our “Inner Circle to Outer Circle” discussion, see if you can spot the word “SOMEDAY.” What do you think that means? People who could act as potential M.K.O’s include this MK class, your family and trusted friends, and perhaps even your probation office, caseworker, teacher, mentor, etc. Some of what you learn will be easy for you to master right away. Some of your goals might not happen until SOMEDAY when you have grown, matured and gained a lot more life experiences. Additionally, SOMEDAY, you might even serve as a M.K.O. for some other person so that he or she will be able to avoid having to go through some of the the tough times you have had to experience. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Donâ&#x20AC;&#x2122;t grieve your past less-than-wise life choices. After all, consider this:

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Students learn best when they are actively involved in the process. Researchers report, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988). Collaborative learning has many names and distinctions. Some of the names are: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, team learning, and work groups. However, there are three general types of group work: Formal and informal learning groups and a study team. In MK, we do not utilize study teams. Informal learning groups are informal, temporary groupings of students within a single class or group session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend a few minutes discussing a question you have presented. You can also form groups to solve a problem. Informal groups are great when a change of pace is needed, to apply what they are learning or to simply reiterate the understanding of the subject matter. MK mainly utilizes informal learning groups. Formal learning groups are teams established to complete a specific task, such as, write a report or a group letter, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several weeks. MK utilizes formal learning groups less often.

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What are the advantages and benefits of using small groups? ❶ Acknowledgement of differences and celebration of diversity. ❷ Enhancement of social skills. ❸ Enhancement of critical thinking. ❹ Enhancement of active and experiential learning. ❺ More opportunities for personal feedback and validation. ❻ Enhancement of problem solving skills. ❼ Learning how to work as a team member.

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MK facilitators wear many hats. Not only are they to be skilled and knowledgeable facilitators, but they also act as a coach and mentor. It takes practice and study to wear all hats at the same time and to know when one has to come off so that the other one can be more effective. A coach generally tries to direct a person to some end result. The person may choose how to get there, but the coach is strategically assessing and monitoring the progress and giving advice for effectiveness and efficiency. The coach develops specific skills for the task, challenges and sets expectations. A coach has a set agenda to reinforce or change skills and behaviors. The coach has objective goals for each discussion. Due to the very nature of MK and the curriculum, there is a set agenda which is to reinforce and change skills and behaviors. ÂŠ 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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We also have set objectives for each discussion; therefore, we have some degree of coaching built in already. We must also remember that many times, relationships will form between the facilitator and the participant. Before and after group, during breaks, etc. the facilitator may become a coach and a mentor to the participant (that is, if the participant seeks the relationship or is open to it.). A mentor is like a sounding board. They may give advice, but the protégé is free to pick and choose what they do. The context does not have specific performance objectives. Mentors are facilitators and teachers, who have a deep personal interest but allows the protégé to discover their own direction. It is a powerfree relationship based on mutual respect and value for both mentor and protégé. In MK, not all youth will be mentored by the facilitator. It is important to understand that the protégé must seek to form this relationship. Some youth may not bond especially well with their facilitators or may already have mentors in their lives, but others will seek out mentors. It is important that MK facilitators are prepared to fill this role when it feels like a right fit between the two. However, it is very important that facilitators understand and maintain appropriate boundaries.

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Often our component of service learning is confused with community service. Although community service is a vital part of service learning, it is not the whole of the process. Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection, teaches civic responsibility, and strengthens communities. It combines experiential learning and community service opportunities. The concept is by combining service and learning, the result will be a profoundly transformative method of teaching students. Service learning is widespread across America and is being utilized in schools, universities, youth serving organizations, and community- and faith-based organizations. Whatever the setting, the core element of service learning is always both providers and recipients find the experience beneficial.

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Important components:  Youth Voice: It is essential that students be actively involved in their service project. Students must also have the opportunity to select, design, apply, and evaluate their service. This will encourage sustained interest.  Curricular Correlation: In most service learning projects, there are academic ties which are clear and explicit. Since MK is not necessarily academic in nature, it is important that all projects are linked to key components and objectives of the curricula subject matter.  Reflection: It is essential that structured opportunities are created to allow youth to think, talk, and write about their service. It is the balance of reflection and action that allows students to be aware of the impact of their work. This may include an assessment of sustainability and replication. Youth are given direction in the MK Curricula to assist in this endeavor.  Community Needs and Partnerships: It is important to assess the genuine needs of the community. This may be done by becoming partners with community agencies to identify those needs. It is also essential to understand individuals and families are a part of the community and may be in need of service as well. In a truly successful service learning partnership; both sides will give to and benefit from the project.  Here is how you can introduce it to the students.

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 As an intricate part of the MK philosophy, each student will complete four (4) hours of a documented service learning project to be completed prior to the fifth session of this class.  It is expected that these volunteer service hours involve something that provides both a valuable learning and valuable growth experience for the participant. It should be completed in addition to the normal responsibilities.  Before the next session, participants are to have given much thought to what or to whom they wish to serve. Participants should be prepared to report their service learning project choice to the group.

❶ This is your chance to make a difference in your community; therefore, choose to involve yourself in an activity that you care about. ❷ Do not confuse service learning with community service. THIS IS NOT A PUNISHMENT! This is meant to be an enjoyable experience in which you grow and become more connected to your community. ❸ If you speak to your facilitator and get it approved, this could be an opportunity to help an individual rather than a company.

❹ True service learning also applies to matching up what you are doing to what you are studying. Therefore, you will need to utilize what you have learned in this MK class to your service activity. In other words, demonstrate the following character traits as listed on the next page: © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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❺ You will also need to consider why

you chose to serve in this particular capacity. ❻ You will also need to give some

thought and reflection to your service. In the final “Service Learning Report” hand-out, be prepared to respond to the following six questions: A. Share what you did during your four (4) hours of Service Learning. B. You will describe what you learned from participating in this Service Learning Project. C. Tell whether you plan to continue to serve this person or company after the MK class has ended. If you do continue to volunteer your services with that person or company, will you still want to serve in that capacity or in another way? D. Tell whether you feel there is a need for someone else to serve in this capacity. Make suggestions of who that person might be or what kind of person is needed E. What do you think the outcome would have been for this person or company if you had not chosen to serve at the time that you did? F. Consider people in history like Mother Teresa of Calcutta (19101997), Mahatma Gandhi (18691948), or some other person who gave of himself or herself wholeheartedly and altruistically. Write why you think they may have done so. i. Do you think this honorable and altruistic person allowed “Mind Twists” to be a major part of his or her belief systems?

ii. Do you think it was possible that it might have been part of his or her belief system and he or she overcame them anyway?

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In MK it is important that our youth have a voice and are heard from the very beginning. Youth will tell you they feel “unheard” and “invalidated.” We strive to make sure that does not happen in MK group. It is also important from the beginning that the youth become “stakeholders” in their own success and have “buy-in” to the “group” process. Therefore, one of the first things we do is establish the “group values.”

The group values are established with the use of The Six Pillars of Character®. We begin with Trustworthiness and go through each of the pillars asking the students to decide what specific standards they want for their group sessions, keeping each of the pillars and their meanings in mind. In other words, we might say, “What would it look and feel like for your group to be trustworthy during the next six weeks while participating in this group session?” If the facilitator works the process well, the students will do so well, that there will be no need for “rules,” which usually aren’t effective with most teens and especially those who are having difficulties anyway. Because these are their values, you no longer have to be the “rule keeper.” The participants will hold each other accountable. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Collective Group Activity:

Facilitator states: Based on the CHARACTER COUNTS!® and The Six Pillars of Character®2, let’s establish our “Group Values” so that we are treating each other in the best possible manner.

CHARACTER COUNTS! and The Six Pillars of Character are registered trademarks of the Josephson Institute (www.CharacterCounts.org)

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In MK, “Group Memory” is not used as it may be in business-type meetings. The purpose is not to write down everything that is talked about or agreed upon, but instead, to capture those “aha moments”—those moments when the light bulb goes off and something that is said or done actually conceptualizes an idea. These moments are also called “Teachable Moments.” Most of the time, these are positive moments, but they could also be times of emotional pain that are, in fact, turning points that they remember and keep as sacred. Since MK is based on collaborative and experiential learning in groups, many times these moments are shared and learned together. Therefore, we want to make sure these valuable moments are captured for reiteration throughout the course of the group. Since the “Group Memory” will be recorded, it is a nice gesture for the facilitator to type up the group memory and give it out to the participants at the last group session with a special note to each of the participants.

Collective Group Activity:

Facilitator states: You will each be provided with a piece of paper and a pen. If some comment or activity really resonates with you or strikes a chord, write it down on this piece of paper. Additionally, write your name on it. I will collect all these papers at the end of the session. I will type up everyone’s comments to be distributed at the beginning of the next session. Your original copy will also be returned to you so that you can add additional comments during the subsequent sessions.

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Since most of our work is in groups, we want to make sure our youth are heard as individuals. There is no doubt many youth have problems in their lives they want to talk about or get advice on. We want them to feel free to discuss any problems they have, because depression and suicide are rampant among our teens and preteens. They may also have questions about MK or concerns about other youth within the group. We want to always ensure a safe environment, and we can’t help them if we don’t know there is a problem. Journal writing also allows for youth to simply be creative, brainstorm or “free write” for expression and tension release. At the end of each session, the facilitator will give youth ten minutes to write in their journals. Instructions are given to write about anything that is bothering them, of concern to them, or questions they may have about MK. They may simply write a poem about their feelings or jot down feelings or symbols of expressions. For those who have difficulties writing, they may focus on drawings and symbols. This is their time to relax and let their feelings flow freely. They may choose to turn their journals in to the facilitator at any session, especially if they think they need help, questions answered, or some advice; however, they may also choose to keep it for their reflection. They may choose which, if any, sessions they wish to share their journal with the facilitator.

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We utilize manipulatives throughout the MK sessions and with the experiential learning activities. These are objects participants will use in ways that teach and reinforce a lesson. Research has shown manipulatives work extremely well with most students, particularly those students whose learning styles are kinesthetic and who have Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). We also utilize another form of manipulatives for those students who find it difficult to sit still or have problems with excessive talking. Teens with ADD, ADHD or Autism may find these to be more difficult issues and may need sensory stimulation and a way to calm down. Many find they can self-calm if they have manipulatives. Fidgets allow the participants to sit through the less active part of the MK sessions.

The following are examples of fidgets.  Small, manipulative figure (bendable figure).  Squeeze toys (such as a balloon filled with ¾ cup of flour or a stress ball).  Small bean bags.  A small tablet and a pen to doodle or color markers.

Some fidgets are actually food items. They provide oral sensory stimulation that is a stress reliever to many kids. Some food items to consider are:  Gum (Sugar free for diabetics)  Gummy bears (Sugar free for diabetics)

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Most of us know that learning is most effective when we are taught in our personal learning style. There are three major types of learners: visual, auditory, and tactile/kinesthetic. It is important to note that most people can learn using any of these styles, but they usually have one style that they learn most from and are more attracted to – based on their makeup. Students with various disabilities have more difficulty learning outside their learning style. Therefore, in MK, we try to make sure our facilitators have a good working knowledge of the three main types of learning styles. We have incorporated the three styles into the pedagogy, methodology and curricula; however, much of the success will have to do with the facilitator’s understanding of the learning styles and the incorporation of such while facilitating. In a school or classroom setting, an assessment on each child may be done; however, in MK, we are not able to formally perform an assessment. Therefore, we’ve tried to make sure the curriculum is filled with tools to fit all three styles and that the facilitators are trained to recognize and teach toward each of those styles.

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Visual Learners: Visual learners are those who generally think in terms of pictures. They often prefer to see things written down in a handout, text or on PowerPoint. They find maps, graphs, charts, and other visual learning tools to be extremely effective. They learn best by seeing something written.

Auditory Learners: Auditory learners are those who generally learn best by listening. They typically like to learn through lectures, discussions, and reading aloud. They remember best through hearing or saying items aloud.

Kinesthetic Learners: Kinesthetic, also called tactile, learners, are those who learn best through touching, feeling, and experiencing that which they are learning.

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At home experiential learning activities are important to the MK experience; however, these activities are not to hinder any youth who may be dyslexic, or have some other issue such as ADD/ADHD, OCD, etc., or if they have difficulty focusing, become preoccupied, or upset about homework-like assignments. If it is reported to you by your Service Provider, if the participant infers there is a problem, or you sense this is inhibiting their growth in MK, please work out an alternative with the youth, such as a verbal report, etc. Just make sure you know this is a REAL problem and that you maintain as much “fairness” as possible, as fairness WILL be an issue to the teens, especially if they feel there is not a “valid” reason for the alternative.

As part of MK, we often use quotes. We use them because our teens tell us they are inspiring, thought-provoking and refreshing. Also, quotes promote curiosity. It's no secret that everyone likes good quotes and sayings, especially ones that convey an important idea. Often, a short quote or saying reflects wisdom and can have more profound impact than lecturing, experiential learning, reading a chapter or a book, or a viewing a picture. In MK, we take the time for students to dissect the quotes, discuss their meanings, and learn from each other. These often promote divine “teachable moments.”

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As mentioned earlier, we want to make sure participants with all learning styles have a chance to understand our vital message. Therefore, those who learn best by pictures and drawings are given the chance to put their feelings in this form. Although we are not exactly practicing â&#x20AC;&#x153;art therapyâ&#x20AC;? in MK, we are leaning toward this method of learning for our youth. Art therapy is an effective treatment for youth to foster self-awareness, to define inner strengths and to reconcile emotional conflict through verbal and non-verbal expression. Art has proven especially helpful with at-risk and special needs youth.

To learn more about the pedagogy and methodology of MK, attend a training presented by FLP (Foundations for Life Principles). Either call to register at 1-423-262-0180 extension 102 or click on either of the training links at www.moralkombat.com or www.moralkombat.net.

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In all of the MK curricula, as part of an “At Home Experiential Learning Activity,” all youth are asked to write a letter to MK specifically discussing their MK experience. This is a vital part of how Foundations for Life Principles evaluates MK. Therefore, it is expected that all Service Providers send these to MK quarterly. This is the same with all participant evaluations that are required at the end of each program. These are required to be mailed to FLP at the end of each of the following months:

   

March June September December

Foundations for Life Principles P.O. Box 5815 Johnson City, Tennessee 37602 Here are full details about this letter you can describe to your students:

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Make Your Voice Heard: Participants are asked to write a letter to FLP (Foundations for Life Principles) about their MK experience. Before doing so, please keep in mind the following: Anyone can complain about the way things are and do nothing to change them, but it takes a person of genuine integrity to honestly assess the situation and then actively participate in the process of making things better for everyone. Also, in life, you will find that you will have many more valuable experiences than bad ones. You need to celebrate the good experiences and share them with those who are responsible for them. It is easy to complain, but a person really feels good when he or she chooses to celebrate the good by telling someone, “Job well done” and tells them why this is the case. We at MK want to hear from you with your honest opinion of what you believe is the value of this group, curriculum, and methodology. We want you to recognize the value of your right to express your opinion. Treasure that right and guard it well. Therefore, before you write or give your opinions to us, any individual, or organization, take the following into account:

Participants are asked to return the letter at the next session, properly addressed to:

Foundations for Life Principles P.O. Box 5815 Johnson City, Tennessee 37602 (MK Providers are responsible for sending these letters in bulk to FLP quarterly.)

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MK conducts annual recidivism studies. We expect service providers to

participant in this process. It is not an overwhelming procedure, especially if the information is recorded on a database from the very beginning. Visit our website for specific and simple procedures on how to complete the process. The following is basic information you will need to return for each participant:

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Section 3

Please note that not all experiential activities, collaborative or collective group activities are explained below, as most have explicit directions in the individual participant course guides. Because it would serve the student participants better to leave the explanations out, or it was simply unnecessary to the student participants to read the directions, those explanations and directives are presented per program and curricula below. Some activities are generic to all ten manuals and can be used as desired. Those activities will be listed next. This will be followed by activities that are specific to each curriculum.

With the purchase of one of the Facilitator’s Manual plus at least ten copies of one of the MORAL KOMBAT student manuals, you are eligible to receive a FREE PDF download of 8 ½” by 11” color teaching posters that will help enhance each curriculum you teach. Email or fax the invoice from the MORAL KOMBAT office, The Book Patch.com, or from CHARACTER COUNTS!® showing proof of purchase of the Facilitator’s Manual and at least 10 copies of one of the student manuals. 

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MORAL KOMBAT E-mail: ordermoralkombat@gmail.com Please visit our website for ordering information: http://moralkombat.com or http://moralkombat.net

Along with your purchase of the MORAL KOMBAT Facilitator’s Manual plus one copy per student of the MORAL KOMBAT manual that sells for $9.95 each, here is a time-saving option for you to consider. Rather than photocopying the role-plays from the Facilitator’s Manual every time you wish to teach a MORAL KOMBAT class, you may wish to purchase a reusable booklet that contains all role-plays, illustrated explanations of both The Six Pillars of Character® plus the ten Cognitive Distortions/Mind Twists of R.E.B.T, and other activities. featured in each curriculum. You could purchase one copy per student or one copy for each pair of students to share. Please visit our website for ordering information: http://moralkombat.com or http://moralkombat.net

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You can certainly choose to utilize the following activities in the other curriculums as desired; however, the following activities are specific to MORAL KOMBAT 1.

See pages 130-131 for full instructions. Also, please visit our website for ordering information: http://moralkombat.com or http://moralkombat.net

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Collaborative Group Activity:

Materials Needed: Three to Six bowls half-filled with Water, one bowl per small group. Per bowl of water, you need a pack of pepper, a pack of sugar, and a small part of a bar of soap. This will also work with a Q-Tip dipped in dishwashing liquid soap such as Dawn, Palmolive, etc. Procedure: Divide the group into small groups. Give each a bowl half-filled with water, a pack of pepper, a pack of salt, and a small bar of soap. Have each group sprinkle the pack of pepper on the water. Tell them this pepper represents the people with whom they interact. Tell them that the bar of soap represents hurtful words and actions that we might choose to utilize. Have them dip the bar of soap (or a Q-Tip dipped in dishwashing liquid) in the middle of the bowl. Notice how the pepper “runs away” from your hurtful words and actions. In other words, the soap repels the pepper and makes it move to the edges of the bowl. Tell the students to remove the soap. Tell them that the sugar represents your kind words and actions. Have them sprinkle the sugar on top of the pepper. Notice that the pepper will move toward the sugar as the people, represented by the pepper, feel safe to interact with you when you are choosing to speak and act kindly and with tolerance. Resource: http://www.collegeready5.org/ourpages/auto/2010/8/26/49568347/Pepper%20Experiment.pdf

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Collaborative Group Activity:

Get in small groups and do the following: Try this with your group. One person is the “leader “and the rest of the group “follows.” Here are the three rounds to try. Do several different actions for each round:

❶ What you say equals what you do. For example, you say, “Stomp your feet.” You and everyone stomps his or her feet. ❷ What you say does NOT equal what you do. For example, you say, “Stomp your feet,” but instead, you clap your hands. The group members will have to decide if they will do what you say or do what you do. ❸ This time, tell the group, “You must do what I say, but DON’T do what I do.” For example, you tap your head but tell them to slap their knees. ❹ Talk about it: a. Was it confusing when the leaders didn’t do and say the same thing? b. Was it easier to do what you saw them doing or to do what you heard them saying? c. How does that feel? d. Have there been times in your life when people have said one thing and did another? How did that make you feel?

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Post-Skit Discussions: At the end of each skit, please discuss:

❶ What was the teen’s STATED VALUE? In other words, did the teen really feel that what he or she was stating was necessary to his or her happiness and well-being or was he or she simply talking a ‘good game’ or trying to con the other person? ❷ How did this teen actually OPERATE? In other words, what was his or her actual OPERATIONAL VALUE? ❸ How closely did his or her STATED VALUE match his or her OPERATIONAL VALUE? ❹ Optional Group Activity: You might even want the students to divide up into groups and come up with some STATED versus OPERATIONAL VALUE skits to act out for the collective group. (Cautionary note: Make certain that the topics they choose to role-play are appropriate for the group and discussion so that you are not accidentally allowing them to advocate for activities that would once again bring them to the attention of law enforcement and/or the court system. Follow-up Skit: After each post-skit discussion, re-role-play the skit so that not only is the teen living a life of INTEGRITY and MORAL COURAGE, but also so that the teen’s STATED VALUE and OPERATIONAL VALUE (how he or she operates) are aligned. In other words, make certain what the teen says or intends matches what he/she actually does. His or her WALK = his or her TALK. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Act out this Skit: Roles: Teen, Parent, A Teen Cousin STATED VALUE to Parent:

TEEN: Hey, Mom! I finally cleaned my room. It looks so good, I plan to always try to keep it this way. MOM: Good idea! Teen thinks to TEEN silently thinks: I talked such a good game, I almost had myself convinced. Self: OPERATIONAL TEEN: I know, Cuz! Famous last words! It will only stay clean for about two days. Then, back to VALUE to his the same old habits. HA! HA! HA! Cousin: COUSIN: That’s pretty funny! I’m the same way.

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Act out this Skit: Roles: Teen Guy & 2 Teen Girls STATED VALUE to Girlfriend:

GIRL: You think I’m pretty? Wow! Thanks! You plan to call me tomorrow to plan out our next date? Great! I can’t wait! BOY: Same here! Talk to you tomorrow! OPERATIONAL GIRL: It’s been over a week and he still hasn’t called. He told me he loved me! Do you think it was a VALUE about lie? boyfriend. Girl BFF: It could be. I’m so sorry you’re going through talks to her this! best friend:

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Act out this Skit: Roles: Grandpa & 2 Male Teen Friends STATED VALUE to Grandfather:

BOY: Grandpa! I’m so sorry I used to be so mean to you. You mean the world to me! You are such a great man! GRANDPA: Thank you! I appreciate the apology and the compliments. BOY: Uh, …, by the way, I need some money. GRANDPA: Some money? Well, …, it depends. How much money do you need? OPERATIONAL BOY: Look! He has such a big ego. All you have to do is lie and tell him how great he is. So far, VALUE to a he has forked over a whole bunch of money. male teen friend who was BMF: That’s great! HA! HA! HA! Hmmmmm, …, I wonder if that would work on my also raised by grandparents. his grandparents:

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Act out this Skit: Roles: Parent & 2 Teen Friends STATED VALUE to Parent:

GIRL: Mom! You don’t have to worry. I don’t believe in taking drugs. I wouldn’t want to mess up my mind and body like that! MOM: I’m relieved to hear that. OPERATIONAL KID AT PARTY: I scored some weed. Give it a try! GIRL: You want me to try pot? Well, since you insist, VALUE to a okay, I’ll smoke some weed with you! friend at a teen party:

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Act out this Skit: Roles: Teen Guy & Teen Girl STATED VALUE to Girlfriend on Saturday night: Awkward conversation on Wednesday:

BOY: I really like you! You are so important to me! GIRL: Thank you! I really like you, too! GIRL: So, are we getting together this Saturday? BOY silently thinks: Awkward!

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OPERATIONAL VALUE of the boyfriend reveals itself as they talk:

BOY: Uh, I can’t. I have a party to go to. GIRL: Oh! I love parties! BOY: Uh, …, this is not your kind of party! GIRL: Why not?

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OPERATIONAL BOY: There’s going to be booze and weed at this party. VALUE of the GIRL: Oh! …, Uh, …, well, I wouldn’t judge. boyfriend BOY: Look! They don’t want anybody there who reveals itself won’t party. It would make them feel too as they talk:

embarrassed! GIRL: Oh! Uh, …, well, bye.

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What each of them thought:

BOY silently thinks: Sigh! I like her, but I like the high I get even more! Oh, well! GIRL silently thinks: I thought he really liked me! Sigh!

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Act out this Skit: STATED VALUE to Parent:

Roles: Teen, Parent, & Teammate

MOM: Son, I heard on the news that one man ate another man’s face off due to taking some drug called Bath Salts. You don’t take drugs, do you? TEEN: Mom, no! I do sports – not drugs. As for that story, I heard that it was marijuana and some other unknown drug.

That weekend, he went to spend the evening with a teammate whom he felt certain shared his drug-free stance. As they chatted about the story that came to be called the “Causeway Cannibal,” (http://miami.cbslocal.com/2012/06/27/medical-examiner-causewaycannibal-not-high-on-bath-salts/) he was taken by surprise when their conversation took the following turn:  © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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TEAMMATE: I’m so sick of those people making What will the such a big deal out of nothing. By the way, I Teen’s scored some Bath Salts. So, if you’re my OPERATIONAL friend, you’re gonna smoke some with me. VALUE be Right???!!! when he TEEN silently thinks: Oh, man! He’s offering me receives peer some of that drug I’ve heard called “WICKED pressure from XX” and “Hurricane Charlie”!” That explains his teammate? why he’s been so grouchy lately. What should I do?

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Pages 26 and 66 in MK1 Collaborative Group Activity:

The group is divided in half. One half of the participants form a circle facing outward. The other half of the group finds a participant in this “inside circle” and faces them, forming an outside circle around them. They are now able to converse with each other. You pose a discussion question and give them a minute or two to discuss it. Then, have the outside circle move one person to their right. They then have a new discussion partner. You may then pose another question and so on until you have finished with your questions. Each time the participants will have new discussion partners. In this instance, the activity will serve as a review. While at the same time, it assists with social skills and interacting with most of the students in the group. You are encouraged to ask more questions if you feel they may need more review. However, below are some sample review questions: ❶ What is the term that describes individuals whose lives are affected by your decisions and why is considering them helpful when making decisions? ❷ How would you describe a person of good character? ❸ What is the difference between universal and personal values? ❹ What was the most important insight you gained from discussing trustworthiness, courage or moral courage or from any experiential activities?

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Page 40 in MK1

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Page 41 in MK1 Collaborative Group Activity:

See if this short tale about Hyena reminds you of any time in your own life when you have had to make important decisions and choices about your actions, reactions, and activities.

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Story Discussion: ❶ Have you ever felt pulled in two directions similar to Hyena? What happened, and how did you handle it? ❷ Instead of splitting in half, what would have been the best possible result for hyena? ❸ What are the components of good decision-making? (If necessary, refer back to pages 19 and 20 for some clues to this response.) ❹ Conflict happens with all kinds of people and all kinds of circumstances. Determine if you agree or disagree with the following statement. Why?

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Collaborative Group Activity: Paper Folding: Participants are given a blank sheet of colored paper. Because it stands out, it is best to use colored paper. They are instructed to do the following:

Two Rules:

Page 47 in MK1

❶ Not talking at all. (They have to keep their mouths closed.) ❷ No looking around. (They have to keep their eyes closed.)

Directions: ❶ Fold your paper in half. ❷ Tear off the upper right-hand corner of your paper. ❸ Fold your paper in half again. ❹ Tear off the lower left-hand corner of your paper. ❺ Fold your paper in half one last time. ❻ Tear off the upper right-hand corner of your paper. ❼ Unfold your paper and hold it up high so everyone can compare. ❽ Open your eyes and compare with everyone else’s paper. Question? Who did it correctly? Who was right? Answer: We all may follow the same kind of “general rules, guidelines, or directives,” like get out of bed, go to work, school, college, eat, go to bed, mingle with people, etc., but we are all very different.

The paper folding activity is an excellent activity to begin an in depth discussion on tolerance. After all, everyone’s paper turns out different because we all process things differently even when given the same instructions. Young people listening to others (grown-ups or other young people) don’t always hear what we say or process it all. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Page 57 in MK1 Collaborative Group Activity:

Here is a fun activity that addresses the issue of how you fulfill your responsibilities when your attention is divided between two tasks.

Materials needed: Each participant will be provided a small object such as a:

   

Penny poker chip plastic key Or large paper clip.

Directions: ❶ The participants will stand or sit in a circle. If the circle is too large, set up a number of circles of 5 to 10 individuals. ❷ Facilitator says: I am going to read a short five-paragraph story about the Rite Family. I will start out reading rather slowly, but then my reading speed is going to get faster. No matter what, I will not stop the story until we reach the end so that you can experience a very important point.’’ ❸ During the story, if you hear me read the word “RITE/RIGHT,” pass the object to the person on your right. If you hear me read the word “LEFT,” pass the object to the person on your left. Any questions? Here’s the tale.

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❶ How successful were you in passing and receiving the object? ❷ How did the activity illustrate responsibility?

❸ How did the activity illustrate citizenship?

❹ Describe how it felt to collaborate on a project that required everyone’s participation. ❺ The facilitator was directed to increase the reading speed and ignore the chaos. In real life, what strategies could he or she have used to create an environment where the experience, process, and outcome could be BENEFICIAL to all people involved? © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Page 57 in MK1 Collaborative Group Activity:

Participants will break into small groups and receive their tower bags with objectives and construction material. Fairness Objective: Students will understand fairness as a result of participating in an activity that is UNFAIR BY DESIGN. Competition Objectives: The group that can build the highest “freestanding” tower while using only the materials provided is the winner. Time limit: Eight minutes.

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Private notes for Facilitator: ❶ Walk around room and take note of challenges and successes each group is experiencing so you can incorporate those experiences into the wrap-up discussion. ❷ Judge the towers. Even though you told them to build the TALLEST TOWER, don’t name the tallest the winner. Use some other criteria such as prettiest, most creative, shortest, widest, used the most materials, stays standing the longest, etc. ❸ Conduct a wrap-up discussion that helps the youth explore issues of fairness as it relates to work and this activity. Use these questions as a guide: ● Was it fair for me to change my criteria for judging the towers after you had completed the work? How did that make you feel? Does that ever happen on the job? How can you prevent that from happening “on the job”? ● Was it fair that some teams had different supplies? What would have been fairer? Does that ever happen “on the job”? ● Is it fair to ask all employees to complete the same tasks even if they have different skills? ● Should there be a minimum level of skills that employees should possess before being considered for hiring? ● How do you think it feels to be asked to complete a task without the necessary skills or materials? ● What are some of the different types of skills employees bring to a job at _______ (fill in the blank with a place where teens typically find employment such as fast food restaurants, grocery stores, convenience stores/gas stations, retail stores, malls, etc.) ● Should everyone get the same pay for the same job? Or should pay be based on how well you perform? What is fair? © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Page 61 in MK1

Participants will be given red hearts cut from a single sheet of red paper. They are asked to close their eyes and think about a time in their lives when someone said something very hurtful to them. Ask them to reflect on how these hurtful statements made them feel. Then, ask them to open their eyes. They are then asked to hold their hearts in their hands and participate in naming hurtful things that have either been said to them or theyâ&#x20AC;&#x2122;ve heard others say. As each person names a hurtful name or thing said, a fold is put in the heart. They will continue until the heart is tiny with folds. The facilitator will then ask them to close their eyes and think about a time in their lives when someone said something encouraging to them. Ask them to reflect on how that made them feel. Then ask them to open their eyes. Then, they are asked to name the encouraging things either people said to them or to others. As each person names the encouraging things said, they are to unfold a fold, one at a time, until all the heart is completely open. Conclusion: The problem is that now you have a scarred heart and nothing you can doâ&#x20AC;Śall the good and encouraging things said, cannot fix the harm that was done. Collaborative Group Activity:

Page 64 in MK1

Participants learn just how important it is to care about others. At this point in the group, participants know each other fairly well. Hopefully, students will know themselves better as well. ÂŠ 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Directions:

Page 66 in MK1

This is simply done again at the end as a review tool. Facilitators are to make up their own review questions based on what they think their participants need clarification on, etc.

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Collaborative Group Activity:

Page 68 in MK1

Choose a partner within the group—perhaps someone you haven’t worked with specifically before. Each of you will be given a three-inch long piece of masking tape. Find a place near a wall. Tear off a one-inch piece of the tape. Take turns and each of you reach up the wall—keeping your feet flat on the floor—and place the piece of tape on the wall as high as you can. Now tear off a second one-inch piece. Each of you see if you can place that piece of tape higher than your first—again keeping your feet flat on the floor. Now, using the last piece of tape—as each of you tries one more time to go higher, cheer on that other person—encourage them and see if they can get that last piece of tape higher than their other two pieces of tape. Sit down with them now and have a private talk. Talk about what just happened— Did they do better with you cheering them on? Ask them if anything is bothering them today. Are they sick, or are they upset about anything? If so, spend some time encouraging them and end with the statement, “I wish you happiness in all you do and only the best in regard to your concerns today.”… (Or something very close, in your own words.) The facilitator will then promote a collective discussion about the power of encouragement, and how participants felt before the positive energy came into their mind and then how they felt after receiving the encouragement. © 1999, 2016 by Carrie Marchant & FLP. All Rights Reserved.

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Section 4

(Allow extra for breakage, loss or walk-in)

√Got It! Materials, Role-Play, or Activity Teaching Posters – Free PDF download of 8 ½” x 11” color posters

MK1 Course Manuals (1 per participant) Roster and Sign-In Sheets Participant evaluation forms (1 per participant) Receipt Book for taking up fees.

Correlating Page #’s See pages 130-131 for ordering info Ordering info on www.moralkombat.com

See Appendix See Appendix Service provider purchase

Service organization will need to determine what fees you will charge.

Service Learning Project forms plus complete instructions of how to conduct this project

See Appendix plus pp. 112-114 in Facilitator’s Manual for complete instructions (MK1 p. vii)

Incident Report Certificates – Usually issued to those

See Appendix Service provider purchase

who complete the course at the end of the MK1 program

Manipulatives Small journal for each student.

See p. 121 for info. See p. 120. (MK1 pp. 43-44)

Nametags (1 per participant) Sharpie to write in student names Pens (1 per participant)

Service provider purchase Service provider purchase Service provider purchase

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√Got It! Materials, Role-Play, or Activity About 10 large sheets of Easel paper for:

Correlating Page #’s Directions for Group Values & Memory on pp. 115-117 in FM

 Group Values  Group Memory (Aha Moments) (MK1 p. vi)  Group Character Virtues (MK1 p. 7)  Six sheets of Easel Paper for (MK1 p. 8) CHARACTER COUNTS!® activity Masking Tape for displaying results of Service provider purchase any of the Easel Paper sheets

Plenty of colored markers for writing on Easel paper

Service provider purchase

Duplicate the following Role-Plays from FM manual or purchase a student role-play book:

See pages 130-131 for ordering info for student role-play book.

 Talking to Adults in Positions of Power Role-Play

See pp. 140-141 in MK1FM. See pp. 133-134 in FM. (MK1 p. 6) See pp. 156-161 in MK1FM. See pp. 150-155 in FM. (MK1 p. 30)

 Florence Chadwick’s Goals plus some Goal-Setting Activities Role-Play  Mouse Mother & Little Myekee Mouse Role-Play  Wild Boar Role-Play  Mountaintop Info Valley RolePlays

See pp. 165-167 in MK1FM. See pp. 147-149 in FM. (MK1 p. 43) See pp. 177-179 in MK1FM. See pp. 142-144 in FM. (MK1 p. 69) See pp. 180-181 in MK1FM. See pp. 145-146 in FM. (MK1 p. 69)

Duplicate the following Activity pages from FM manual or purchase a student role-play book:

See pages 103-104 for ordering info for student role-play book.

 The Six Pillars of Character Description pages

See pp. 92-98 in MK1FM. See pp. 92-98 in FM. (MK1 p. 8) See pp. 131-141 in MK1FM. See pp. 187-197 in FM. (MK1 p. 11)

 Stated Values versus Operational Values Skits (with illustrated cartoons)

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√Got It! Materials, Role-Play, or Activity  Rate Your Feelings  Coat of Arms  Hyena’s Dilemma at a Fork in the Path Ball of twine, string, or yarn for Web of Life activity Pepper, Sugar, and Soap Activity. Per 3 to 6 small groups, you will need:

√ bowl half-filled with water √ pepper packet √ sugar packet √ either about an 1/4-inch by 3-inch tall sliver of soap or a Q-tip dipped into dishwashing liquid

Colored Paper for Paper Folding Activity (1 per participant) Compile Tower Activity Fairness Bags ahead of time A. Zip Loc Bag #1: Tape, 13 straws, 1 pack of Index cards, & 20 sheets of colored paper B. Zip Loc Bag #2: Ruler, 12 straws, 1 pack of index cards, & 20 sheets of colored paper C. Zip Loc Bag #3: Tape, Paper Clips, Crayons or Markers, & 20 sheets of colored paper D. Zip Loc Bag #4: 10 straws, 10 index cards, & 10 sheets of colored paper E. Zip Loc Bag #5: Tape, 20 index cards, & 2 sheets of colored paper

Correlating Page #’s See pp. 134-136 in MK1FM. See pp. 201-203 in FM. (MK1 p. viii) See pp. 137-138 in MK1FM. See pp. 213-214 in FM. (MK1 p. viii) See pp. 163-164 in MK1FM. See pp. 198-199 in FM. (MK1 p. 41) (MK1 p. 1) See p. 139 in MK1FM. See p. 204 in FM. (MK1 p. 6)

See pp. 168-169 in MK1FM. See p. 206 in FM. (MK1 p. 47) See pp. 172-173 in MK1FM. See pp. 209-210 in FM. (MK1 p. 57)

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√Got It! Materials, Role-Play, or Activity Rite Family Activity (Small object per student such as a clothespin, plastic key, small block, etc.)

Red Construction Paper Heart for “Caring Heart Activity” (1 per participant) Six (6) index cards or post-it notes per student for Respect activity Book called “The Dot” by Peter H. Reynolds or YouTube video Large collection of newspapers and roll of tape per each group for creating a MK fort One sheet of white or colored paper per participant for the “Tattoo” activity along with colored markers Masking Tape for “Power of One” Activity

Correlating Page #’s See pp. 169-171 in MK1FM. See pp. 184-186 in FM. (MK1 p. 57) See p. 174 in MK1FM. See p. 207 in FM. (MK1 p.61) (MK1 p. 46) (MK1 p. 42) (MK1 p. 45)

See pp. 174-175 in MK1FM. See p. 211 in FM. (MK1 p. 64) See p. 176 in MK1FM. See p. 212 in FM. (MK1 p. 68)

16 to 20 sheets of notebook paper per student:  Scrap paper as needed for brainstorming, making notes, & Group memory ( Aha Moments)  Plan out (optional) Stated Value vs. Operational Value group skit

 Make a list comparing Stated Values vs. Operational Values  Make a list of Assets & Liabilities  Make a list comparing Universal Ethical Values vs. Personal Values  Make a list for Contracting Relationships  Make a list of top 5 to 10 Priorities  Paper for the Paper Airplane Activity

See pp. 144-154 in MK1FM. See pp. 187-197 in FM. (MK1 p. 11) (MK1 p. 11) (MK1 p. 13) (MK1 p. 15) (MK1 p. 17) (MK1 p. 19) See pp. 66-67 in MK1FM & FM. (MK1 p. 40)

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√Got It! Materials, Role-Play, or Activity  Paper for Journaling Thinking Report

 Paper to plan out small group

Correlating Page #’s See p. 120 in FM. (MK1 pp. 43-44) (MK1 p. 48)

Tolerance vs. Intolerance Skits

 Paper for Self-Respect is not for Sale Activity  Paper for planning out Skits about Ethical Decision-Making Strategies  Paper for making notes on Fair or No Fair Small Group discussion  Paper to create a “Future You” Movie  Paper to plan out small group “Tasting the Salt of Another’s Tears” Skit  Thank you letter to FLP or Carrie Marchant (author of program)

(MK1 p. 51) (MK1 pp. 55-56) (MK1 pp. 52-53) (MK1 p. 59) (MK1 p. 62)

See pp. 126-128 in MK1FM & FM. (MK1 p. 65)

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Section 5

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See pages 130-131 for ordering information.

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