Social programmes for work with children by Kristina Stepanova

Public oRGANIZATION “SAVE THE CHILDREN LITHUANIA“

SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS

TABLE OF CONTENTS Public organization “Save the Children Lithuania“...........................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS .......................................................1 ..........................................................................................................................................................................1 TABLE OF CONTENTS...................................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION......................................................................................................9 “SAVE THE CHILDREN Lithuania”...............................................................................................................9 INTRODUCTION...........................................................................................................................................10 “Trips turned out into a nightmare”.................................................................................................................14 Practical group sessions devoted to prevention of human trafficking ............................................................14 Sessions “Trips turned out into a nightmare”..................................................................................................15 Table of Contents.............................................................................................................................................15 Introduction of practical group sessions .........................................................................................................22 “Trips turned out into a nightmare”.................................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS................................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”................................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”........................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”........29 Session 4. “How to avoid dangers while going abroad for work?”.................................................................32 Session 5. “Where to apply for help?”.............................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” .................................................................................................37 SUPPLEMENTS.............................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS ..............................................65 Prepared by: Kristina Stepanova......................................................................................................................65 Table of contents..............................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”..................80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. .............................................................................................................................................80 2

The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old)....................................................................................................80 I. THE CHILD AND HUMAN RIGHTS .......................................................................................................81 THEORETICAL BACKGROUND.................................................................................................................81 1. HISTORY OF HUMAN RIGHTS ..............................................................................................................81 2. HUMAN RIGHTS. CONCEPTS AND Notions ........................................................................................87 2.1 Classification of human rights...................................................................................................................88 3. HISTORY AND CONCEPTION OF THE CHILD RIGHTS.....................................................................89 3.1 The basic provisions of the Convention on the Rights of the Child .........................................................91 One of the most underlying provisions of the Convention is the right of the child to live and develop. This principle which directly relates to the economic and social rights of the child is formulated in Article 6. It implies that not only the child’s life must be protected but also the child’s right to survival and healthy development. The term “survival” includes, inter alia,

the necessity for preventive action. The term

Session 4. “Human rights and the Universal Declaration of Human Rights“...............................................137 Session 5. “Who protects my rights”?...........................................................................................................140 Session 6. “Stereotypes in our Life”..............................................................................................................142 Session 7. “Power Station”............................................................................................................................144 Session 8. “See Your Possibilities”...............................................................................................................146 Session 9. “Struggle for Power and Wealth”.................................................................................................148 Session 10. “Horoscope”...............................................................................................................................150 Session 11. “Equal Opportunities”................................................................................................................152 Session 12. “Maintaining the Balance”.........................................................................................................153 Session 13. “Draw the Right”........................................................................................................................155 Session 14. “Scenarios of our Future”...........................................................................................................156 1. “I'm Entitled to my Name”........................................................................................................................157 3. “Answer where you are”............................................................................................................................158 Session 15. “Our Living Place, and Rights of the Child and Humans”.........................................................158 Supplements to the program of children and human rights studies...............................................................160 Supplement 1. The most important dates related to the human and children's rights ...................................161 .......................................................................................................................................................................161 Supplement 2. The main rights from the Convention on the Rights of the Child.........................................162 Supplement 4. “What am I like?” Samples of sentences...............................................................................164 Supplement 5. “Where to Ask for Help?”....................................................................................................164 Supplement 6. “Protective shield”.................................................................................................................166 Supplement 7. Violations of Children’s Rights.............................................................................................167 Supplement 8. Violations of Human Rights..................................................................................................168 Supplement 9. Failure to Perform the Duties.................................................................................................169 Supplement 10. Situations with Violations of Children's Rights...................................................................170 Supplement 11. Universal Declaration of Human Rights..............................................................................172 Supplement 12. “If I was...” ..........................................................................................................................175 Supplement 13. “Stereotypes in our Life”.....................................................................................................176 Supplement 14. See Your Possibilities..........................................................................................................177 Supplement 15. Zodiac Signs........................................................................................................................178 Supplement 16. Life descriptions..................................................................................................................180 Supplement 17. Equal Opportunities.............................................................................................................182 Supplement 18. Maintain the Balance...........................................................................................................183 Content of the program of professional guidance and advice........................................................................185 4

Presentation of the program of professional guidance and advice ...............................................................192 Preparations for purposeful selection of profession, planning of own career, professional life is an important and valuable part of a versatile personality development. When planning the selection of profession it is important that a young man would be able to evaluate various proposals in all aspects, and select his profession not only according to the proposed salary but also according to its personal values, strives and dreams. Another aspect is important, too: awareness that we live in the world of continuous change, therefore our professional life and its success depends on our ability of lifelong learning, advancement, improvement, gaining new knowledge and skills..........................................................................................192 Description of practical group Sessions ........................................................................................................192 Session 1. “What is a Career?”......................................................................................................................192 Session 2. “Ideal Job”....................................................................................................................................193 Session 3. “What am I?”................................................................................................................................195 Session 4. “Me and my Strengths”................................................................................................................199 Session 5. “My Life”......................................................................................................................................199 Session 6. “How Others Perceive Me”..........................................................................................................201 Session 7. “People in My Life”......................................................................................................................205 Session 8. “Me and Others”...........................................................................................................................208 Session 9. “My Life when I am 35”...............................................................................................................210 Children are handed the paper sheets “I am 35” and asked to imagine they are 35 years old. Let the children think, and describe that day. The instructor must encourage children to imagine everything they want, everything they dream, even though it seems not realistic now. ..................................................................210 If it is difficult for kids to perform this task, the instructor can give them a sheet with additional questions “Questions for a person who is 35”, which will facilitate the task, and let the children create a story of one day. But in the beginning the instructor should allow children to try themselves, and only if they totally fail, he should give them the additional list as this list limits children's creativity and fantasy. Children are given 20 – 30 minutes to create a story. .................................................................................................................210 If it is difficult for you to imagine yourself being 35, try answering the following questions:.....................212 Where do you wake up, what place is this?...................................................................................................212 Which hour is this?........................................................................................................................................212 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ .................................212 Session 10. “Planning”...................................................................................................................................213 Session 11. “Professions”..............................................................................................................................214 Session 12. “Who are they?”.........................................................................................................................217 Session 14. “Job Search”...............................................................................................................................223 Session 15. “Writing the Curriculum Vitae (CV)” .......................................................................................223 Tools: page with a task “Curriculum vitae” (Task sheet “Curriculum vitae”, page 187) (one sheet for each child), writing tools, drawing tools, old newspapers, magazines, coloured paper, scissors, glue. ...............223 Session plan:..................................................................................................................................................223 Children are proposed to create their CV – life description. In the beginning, the following can be discussed: ........................................................................................................................................................................223 What is curriculum vitae (CV), what is it needed for?..................................................................................223 What is the most important when writing a life description (CV)?...............................................................223 To what issues does an employer pay attention when reading the life description (CV)?............................223 How should the life description (CV) be written? What things are important to mention? .........................223 Children get the sheet “Curriculum vitae”, which they fill, this way trying to prepare their own CV. If possible, the task could be done on computer. Children also may open the job search websites where they can try completing the CVs (e.g., www.cvmarket.lt, www.cvonline.lt, www.cv.lt etc.). ...................................223 Later children are proposed to organise the CV competition, to create a playful CV. The instructor explains to children that their CV should represent what the children are. Later the presentation of all CVs is organised; children together select the most original, the most playful, the most creative etc. CV. Symbolic prizes can be invented. Children can create any CV they can imagine. They can:.............................................................223 Create CV of any size and format..................................................................................................................223 May use pictures............................................................................................................................................223 May use drawing tools...................................................................................................................................224 May use various other materials: magazines, newspapers, coloured paper sheets etc. ................................224 May decorate their CVs.................................................................................................................................224 May present their CV to others in a way they like. ......................................................................................224 Task sheet “Curriculum vitae”.......................................................................................................................224 Session 16. “Job Interview”...........................................................................................................................224 Task sheet Employer’s Requirements............................................................................................................226 Task sheet Employer’s questions...................................................................................................................227 6

Contents of social resistance program ..........................................................................................................229 Presentation of social resistance program......................................................................................................236 Description of practical workshops – group sessions ...................................................................................237 Session 1. “Reasons for Smoking, Using Alcohol, Narcotic substances”.....................................................237 Session 2. “Advertising of Alcohol and Tobacco”........................................................................................237 Session 3. “Consequences of Alcohol Use”..................................................................................................238 Session 4. “Consequences of Tobacco Use”..................................................................................................238 Session 5. “How Much Money is Spent for Cigarettes?”..............................................................................239 Session 6. “Is it Difficult to Say “No”...........................................................................................................239 Session 7. “What, Why and How?”...............................................................................................................240 Session 8. “Narcotic substances”...................................................................................................................241 Session 9. “True or Wrong?”.........................................................................................................................241 Session 10. “Forecasting the Consequences – What Would Happen if I Behave this Way... “....................242 Session 11. “Rachel and her Friends (Criteria and Subjectivity of Assessment)”.........................................243 Session 12. “Family”.....................................................................................................................................245 Session 13. “What do You Know About Alcohol, Tobacco and Other Drugs?”..........................................245 Supplements to social resistance program.....................................................................................................248 Presentation of Self Cognition Program........................................................................................................271 DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS.................................................272 Session 1. “All Together”..............................................................................................................................272 Session 2. “Tree of Life”...............................................................................................................................273 Session 3. “My Group”..................................................................................................................................273 Session 4. “What am I?”................................................................................................................................274 Session 5. “Love – What is it?”.....................................................................................................................275 Session 6. “Communication – What is it?”....................................................................................................276 Session 7. “Photos”........................................................................................................................................277 Session 8. “Stereotypes and Tolerance”........................................................................................................278 Session 9. “The Island”..................................................................................................................................279 Session 10. “Conflicts and Ways to Solve Them”.........................................................................................281 Supplements to self cognition program.........................................................................................................283 Supplement 2. A question for you and about you..........................................................................................285 Content of social skill development program................................................................................................288 Presentation of Social skill development program........................................................................................295 7

The booklet presents the programs of social skill development. The purpose is to form and develop the basic social skills of children. The main tasks are:.................................................................................................295 Description of practical workshops – group sessions....................................................................................296 Session 1. “My Wonderful World”................................................................................................................296 Session 2. “My Values”.................................................................................................................................298 Session 3. “The First Impression”.................................................................................................................299 Session 4. “Your Wonderful World”.............................................................................................................300 Session 5. “Emotions”...................................................................................................................................301 Session 6. “Chart of my Emotions”...............................................................................................................302 3. Traffic Lights.............................................................................................................................................303 Session 7. “Where are the Feelings Born?”...................................................................................................303 1. Exercising According to the Signal...........................................................................................................303 Session 8. “Steps for Making Decisions”......................................................................................................304 Session 9. “Ripples”.......................................................................................................................................306 Session 10. “The World I Would Like to Live in”........................................................................................307 Session 11. “Skills of Health and Healthy Lifestyle”....................................................................................308 Session 12. “Risk”.........................................................................................................................................309 Session 13. “How Can I Stand That”.............................................................................................................311 Session 14. “Mutual Relations”.....................................................................................................................312 Session 15. “Accept, Ignore, Reject”.............................................................................................................314 Session 16. “The New Ending”.....................................................................................................................315 Session 17. “What are Good Friends?”..........................................................................................................316 3. Circle of Trust............................................................................................................................................317 Session 18. “Let’s Build a House”.................................................................................................................318 Supplements to the social skills program.......................................................................................................320

ABOUT THE PUBLIC ORGANIZATION “SAVE THE CHILDREN LITHUANIA” Public organization “Save the Children Lithuania” is a non-political, non-religious and nongovernmental organization established in 1991 and fighting for the rights of the child. Since 2004, the organization has been full member of the International Save the Children Alliance. Vision of the public organization “Save the Children Lithuania”: We work for the world: which respects and values each child;  which listens to and learns from children;  in which all children have future and perspective. Public organization “Save the Children Lithuania” mission is to fight for the rights of the child and to influence public opinion. Long-term objectives of the public organization “Save the Children Lithuania”:  protect children against violence and abuse;  strive that all children should stay in families;  ensure for children the right to education and the right to receive information on the rights they are entitled to; seek organizational regularity, transparency and financial sustainability. Program-based policies of “Save the Children Lithuania” activities: minimizing of child abuse and exploitation; minimizing of child social neglect and the number of institutionalized children;  education on the issues of child rights; enhancement of organizational competences and financial sustainability. Based on the aforementioned policies, the organization initiates and carries out long-term projects and holds popular civil actions (May − a month free of child abuse, Astrid Lindgren library and the child rights, Christmas auction “12 Christmas trees”, etc.). The projects are accompanied by a variety of surveys, publication of information material, issue of reports as well as numerous seminars and lectures on the subject of the child rights. Contacts: Public organization “Save the Children Lithuania” Vilniaus St. 22/1, LT - 01119 Vilnius Phone (8~5) 261 08 15 Fax (8~5) 261 08 37 E-mail address info@gelbvaik.lt http://www.gelbekitvaikus.lt

INTRODUCTION The Day Centre “Duok ranką” (Engl. “Give a hand”) (hereinafter the Centre) operating under the public organization “Save the Children Lithuania” introduces a publication of social programs based on which the work with children groups is being organized within the Centre. The publication describes the following six social programs: 1. “Trips turned into a nightmare“ − practical group sessions devoted to the prevention of human trafficking; 2. Training on the subject of the child and human rights; 3. Vocational guidance and information program; 4. Social immunity program; 5. Self-knowledge program; 6. Social skills development program. The social programs comprise a complex of theoretical lectures and practical sessions (games, discussions, other methods) aimed at helping the children to develop their social and living skills, self-knowledge and

enhance their self-esteem and at achieving other purposes. Several remarks and proposals on how to work with a group of children: Help to the instructor. Wherever possible, try to involve another person who would help you to conduct the session. Speaking of practical implications, this option facilitates the control over the group activities and ensures better response to the children’s questions. Furthermore, the availability of two instructors provides more flexibility in terms of alternating the session tempo and rhythm and hence maintaining the involvement of session participants. Two instructors may assist each other should the session course deviate from the plan; moreover, two opinions in evaluating the session itself and all the key aspects thereof is always better than just a one-sided judgement. Observe the time-limits. Draft a session plan with utmost precision and try to avoid situations when too many subjects and sessions fall within a short period of time. If you realize that a session or a game is getting too prolonged, try to shorten and finish it, so that there should be left some extra time for discussion. Or alternatively, if you see that the session has come to an end earlier than expected, try not to pull out the discussion – better announce a break, engage the children in an active game or just propose them to have some physical exercises which will help to regain their active involvement in the session. Try to create a favourable psychological microclimate. During the session, the children should experience joy over acquiring new knowledge, discovering new things and cooperating with each other. Treat the children with openness, kindness, good-disposition and friendliness. Do not use slang or terms that are too difficult for the children to understand.

It is vital that the instructor himself/herself should behave in a way which testifies respect for the child and human rights. Children are apt to assimilate the information provided during the session more quickly if the instructor himself/herself shows an example of positive and proper conduct. Discuss and establish the rules of group work. It is very important that the children involved in the session should understand the session rules. For instance, each participant should share his/her responsibility for the session course, be listened to and take an active part in the session. No one should feel being forced to say the things he/she does not accept. The rules must be discussed at the beginning of the first session. It is recommended that during the first session the instructor should introduce to the children the mission and the purpose of the program, describe in brief to them what they will find out and be doing during the program course and remind them of the rules to be observed during the group work. Give concrete and clear instructions. Always make sure that each participant of the session clearly understands the instruction on how to fulfil one or another task or the rules of the game and the roles assigned. The easiest way to do it is just to ask the children whether they have any questions and write down their questions on the writing board or a large sheet of paper. Be not afraid of questions â&#x20AC;&#x201C; they are very important and useful and help to detect and clarify any uncertainties. Analysis and evaluation. Give the kids enough time to finish the game and, if necessary, to step out of the role before proceeding to the discussion. Finalize each session by discussing with the group members about what they have learnt, how they could apply the things they have learnt in real life and how these things are related to reality, the country and the world. The discussion of the task or game may be guided by the following questions: 1. What happened during the game or session and how did the participants feel about it? 2. What did they find out about themselves? 3. What did they learn on the issue the task was devoted to? 4. How will the children be able to apply the acquired knowledge in their own life? â&#x20AC;&#x153;Dangerousâ&#x20AC;? situations. It may happen that the session will deviate from the envisaged planned course. Therefore, the instructor should be able to handle such contingency situations in a prompt and proper manner. Time Sometimes the participants get so much involved in the task or game that no time is left for any further tasks or games. In such case, the task/game should be stopped or the participants warned that the session/game will end, for instance, in 5 minutes. Tiredness/lack of attention on the part of participants If you notice that the participants look tired or are losing their focus, you may offer them to have a short break, play a jolly game or have some physical exercises. Encourage children not to be afraid to express the opposite meaning

The ability to express the opinion that is opposite to the one maintained by the majority is a very important skill. However, when working with children we realize that this skill is very scarce – the kids are apt to criticize and sneer down each other. Therefore, it is important that the rule on respectful treatment of each other should be discussed prior to starting the session. Children should be explained that it is not necessary to accept the opinion of other persons but saying such phrases as “You fool, don’t’ you understand….” or similar degrading words is totally wrong. The children should know that the right words to say in such situations would be “I don’t agree with you because I think that…”, etc. The children must be explained that: •

The response to somebody’s speech should start from a positive statement (e.g., “Your point is really interesting ...“; “I think you are partially right ...”; “Interesting remarks ...”, etc.).

•

It is necessary to treat each other with respect and avoid any hurtful and degrading words.

•

It is necessary to make the children understand that we should not criticize the opponents personality but his/her opinion and that criticism must be always reasoned and substantiated.

•

The person must be able to substantiate and reason his/her opinion.

•

The one who expresses his/her opinion must give account to his/her words, i.e. express the opinion using such phrases as “In my opinion“, “I think”, “I believe”, etc.

Learn together with the children to hear the opinion of others and refrain from immediate criticism. It is important that the children should understand the point the speaker wants to convey and that they must first think for a while before accepting or rejecting it. Respectful treatment, as one of the basic rules, should be included into the general list of group work rules. Resistance on the part of participants It is never easy to conduct sessions and games and moderate discussions because you can hardly expect that even the most interesting conversation or game will satisfy the absolute majority of group members. The resistance on the part of children to get involved in the session, certain task or game may manifest itself in numerous forms. The child may keep talking with the neighbour, ignore the instructor’s words, etc. The child may also keep interfering with the instructor’s speech, make jokes or play up. Sometimes some children may say to their instructor: “You have already grown up and no longer understand us”, “Why do we keep talking all the time – let’s play instead”, etc. The instructor should try to keep the control and not let any participant interrupt the session or make it chaotic. Therefore, it is necessary to do the following: •

Keep an eye on the participants’ emotions, experiences and behaviour determined by a certain task or game.

•

Help each child to understand that the session, game or tasks should not be taken as a kind of enforcement to say or share something very personal against the will of the child.

•

Pay much attention to introductory games, i.e. “warming-up” before the game which is supposed to help the children to relax and get involved in the session. Proper completion of the session is also important.

â&#x20AC;˘

Strong focus should be also put on the completion of the session and the subsequent discussion so that each participant could have a word and could feel being heard, listened to and that his/her opinion counts.

Of course, each difficult situation must be handled in an individual way depending on its specifics, however, the instructor should always keep in mind throughout the entire course of the session that any arising problems first should be brought out into the open and discussed within the group. Try not to allow any participant to involve you in a prolonged discussion or dispute. The publication is financed by the World Childhood Foundation founded by Queen Silvia of Sweden.

“Trips turned out into a nightmare” Practical group sessions devoted to prevention of human trafficking

Prepared by: Kristina Stepanova Monika Juozaponytė

Sessions “Trips turned out into a nightmare”

Table of Contents

Public organization “Save the Children Lithuania“...........................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS .......................................................1 ..........................................................................................................................................................................1 TABLE OF CONTENTS...................................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION......................................................................................................9 “SAVE THE CHILDREN Lithuania”...............................................................................................................9 INTRODUCTION...........................................................................................................................................10 “Trips turned out into a nightmare”.................................................................................................................14 Practical group sessions devoted to prevention of human trafficking ............................................................14 Sessions “Trips turned out into a nightmare”..................................................................................................15 Table of Contents.............................................................................................................................................15 Introduction of practical group sessions .........................................................................................................22 “Trips turned out into a nightmare”.................................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS................................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”................................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”........................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”........29 Session 4. “How to avoid dangers while going abroad for work?”.................................................................32 Session 5. “Where to apply for help?”.............................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” .................................................................................................37 SUPPLEMENTS.............................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS ..............................................65 Prepared by: Kristina Stepanova......................................................................................................................65 Table of contents..............................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”..................80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not 15

only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. .............................................................................................................................................80 The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old)....................................................................................................80 I. THE CHILD AND HUMAN RIGHTS .......................................................................................................81 THEORETICAL BACKGROUND.................................................................................................................81 1. HISTORY OF HUMAN RIGHTS ..............................................................................................................81 2. HUMAN RIGHTS. CONCEPTS AND Notions ........................................................................................87 2.1 Classification of human rights...................................................................................................................88 3. HISTORY AND CONCEPTION OF THE CHILD RIGHTS.....................................................................89 3.1 The basic provisions of the Convention on the Rights of the Child .........................................................91 One of the most underlying provisions of the Convention is the right of the child to live and develop. This principle which directly relates to the economic and social rights of the child is formulated in Article 6. It implies that not only the child’s life must be protected but also the child’s right to survival and healthy development. The term “survival” includes, inter alia,

the necessity for preventive action. The term

Session 2. “The fundamental rights of the child”..........................................................................................132 Session 3. “Violations of the child rights”.....................................................................................................135 Session 4. “Human rights and the Universal Declaration of Human Rights“...............................................137 Session 5. “Who protects my rights”?...........................................................................................................140 Session 6. “Stereotypes in our Life”..............................................................................................................142 Session 7. “Power Station”............................................................................................................................144 Session 8. “See Your Possibilities”...............................................................................................................146 Session 9. “Struggle for Power and Wealth”.................................................................................................148 Session 10. “Horoscope”...............................................................................................................................150 Session 11. “Equal Opportunities”................................................................................................................152 Session 12. “Maintaining the Balance”.........................................................................................................153 Session 13. “Draw the Right”........................................................................................................................155 Session 14. “Scenarios of our Future”...........................................................................................................156 1. “I'm Entitled to my Name”........................................................................................................................157 3. “Answer where you are”............................................................................................................................158 Session 15. “Our Living Place, and Rights of the Child and Humans”.........................................................158 Supplements to the program of children and human rights studies...............................................................160 Supplement 1. The most important dates related to the human and children's rights ...................................161 .......................................................................................................................................................................161 Supplement 2. The main rights from the Convention on the Rights of the Child.........................................162 Supplement 4. “What am I like?” Samples of sentences...............................................................................164 Supplement 5. “Where to Ask for Help?”....................................................................................................164 Supplement 6. “Protective shield”.................................................................................................................166 Supplement 7. Violations of Children’s Rights.............................................................................................167 Supplement 8. Violations of Human Rights..................................................................................................168 Supplement 9. Failure to Perform the Duties.................................................................................................169 Supplement 10. Situations with Violations of Children's Rights...................................................................170 Supplement 11. Universal Declaration of Human Rights..............................................................................172 Supplement 12. “If I was...” ..........................................................................................................................175 Supplement 13. “Stereotypes in our Life”.....................................................................................................176 Supplement 14. See Your Possibilities..........................................................................................................177 Supplement 15. Zodiac Signs........................................................................................................................178 Supplement 16. Life descriptions..................................................................................................................180 Supplement 17. Equal Opportunities.............................................................................................................182 17

Supplement 18. Maintain the Balance...........................................................................................................183 Content of the program of professional guidance and advice........................................................................185 Presentation of the program of professional guidance and advice ...............................................................192 Preparations for purposeful selection of profession, planning of own career, professional life is an important and valuable part of a versatile personality development. When planning the selection of profession it is important that a young man would be able to evaluate various proposals in all aspects, and select his profession not only according to the proposed salary but also according to its personal values, strives and dreams. Another aspect is important, too: awareness that we live in the world of continuous change, therefore our professional life and its success depends on our ability of lifelong learning, advancement, improvement, gaining new knowledge and skills..........................................................................................192 Description of practical group Sessions ........................................................................................................192 Session 1. “What is a Career?”......................................................................................................................192 Session 2. “Ideal Job”....................................................................................................................................193 Session 3. “What am I?”................................................................................................................................195 Session 4. “Me and my Strengths”................................................................................................................199 Session 5. “My Life”......................................................................................................................................199 Session 6. “How Others Perceive Me”..........................................................................................................201 Session 7. “People in My Life”......................................................................................................................205 Session 8. “Me and Others”...........................................................................................................................208 Session 9. “My Life when I am 35”...............................................................................................................210 Children are handed the paper sheets “I am 35” and asked to imagine they are 35 years old. Let the children think, and describe that day. The instructor must encourage children to imagine everything they want, everything they dream, even though it seems not realistic now. ..................................................................210 If it is difficult for kids to perform this task, the instructor can give them a sheet with additional questions “Questions for a person who is 35”, which will facilitate the task, and let the children create a story of one day. But in the beginning the instructor should allow children to try themselves, and only if they totally fail, he should give them the additional list as this list limits children's creativity and fantasy. Children are given 20 – 30 minutes to create a story. .................................................................................................................210 If it is difficult for you to imagine yourself being 35, try answering the following questions:.....................212 Where do you wake up, what place is this?...................................................................................................212 Which hour is this?........................................................................................................................................212 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 18

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ .................................212 Session 10. “Planning”...................................................................................................................................213 Session 11. “Professions”..............................................................................................................................214 Session 12. “Who are they?”.........................................................................................................................217 Session 14. “Job Search”...............................................................................................................................223 Session 15. “Writing the Curriculum Vitae (CV)” .......................................................................................223 Tools: page with a task “Curriculum vitae” (Task sheet “Curriculum vitae”, page 187) (one sheet for each child), writing tools, drawing tools, old newspapers, magazines, coloured paper, scissors, glue. ...............223 Session plan:..................................................................................................................................................223 Children are proposed to create their CV – life description. In the beginning, the following can be discussed: ........................................................................................................................................................................223 What is curriculum vitae (CV), what is it needed for?..................................................................................223 What is the most important when writing a life description (CV)?...............................................................223 To what issues does an employer pay attention when reading the life description (CV)?............................223 How should the life description (CV) be written? What things are important to mention? .........................223 Children get the sheet “Curriculum vitae”, which they fill, this way trying to prepare their own CV. If possible, the task could be done on computer. Children also may open the job search websites where they can try completing the CVs (e.g., www.cvmarket.lt, www.cvonline.lt, www.cv.lt etc.). ...................................223 Later children are proposed to organise the CV competition, to create a playful CV. The instructor explains to children that their CV should represent what the children are. Later the presentation of all CVs is organised; children together select the most original, the most playful, the most creative etc. CV. Symbolic prizes can be invented. Children can create any CV they can imagine. They can:.............................................................223 Create CV of any size and format..................................................................................................................223 May use pictures............................................................................................................................................223 May use drawing tools...................................................................................................................................224 May use various other materials: magazines, newspapers, coloured paper sheets etc. ................................224 May decorate their CVs.................................................................................................................................224 May present their CV to others in a way they like. ......................................................................................224 Task sheet “Curriculum vitae”.......................................................................................................................224 Session 16. “Job Interview”...........................................................................................................................224 19

Task sheet Employer’s Requirements............................................................................................................226 Task sheet Employer’s questions...................................................................................................................227 Contents of social resistance program ..........................................................................................................229 Presentation of social resistance program......................................................................................................236 Description of practical workshops – group sessions ...................................................................................237 Session 1. “Reasons for Smoking, Using Alcohol, Narcotic substances”.....................................................237 Session 2. “Advertising of Alcohol and Tobacco”........................................................................................237 Session 3. “Consequences of Alcohol Use”..................................................................................................238 Session 4. “Consequences of Tobacco Use”..................................................................................................238 Session 5. “How Much Money is Spent for Cigarettes?”..............................................................................239 Session 6. “Is it Difficult to Say “No”...........................................................................................................239 Session 7. “What, Why and How?”...............................................................................................................240 Session 8. “Narcotic substances”...................................................................................................................241 Session 9. “True or Wrong?”.........................................................................................................................241 Session 10. “Forecasting the Consequences – What Would Happen if I Behave this Way... “....................242 Session 11. “Rachel and her Friends (Criteria and Subjectivity of Assessment)”.........................................243 Session 12. “Family”.....................................................................................................................................245 Session 13. “What do You Know About Alcohol, Tobacco and Other Drugs?”..........................................245 Supplements to social resistance program.....................................................................................................248 Presentation of Self Cognition Program........................................................................................................271 DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS.................................................272 Session 1. “All Together”..............................................................................................................................272 Session 2. “Tree of Life”...............................................................................................................................273 Session 3. “My Group”..................................................................................................................................273 Session 4. “What am I?”................................................................................................................................274 Session 5. “Love – What is it?”.....................................................................................................................275 Session 6. “Communication – What is it?”....................................................................................................276 Session 7. “Photos”........................................................................................................................................277 Session 8. “Stereotypes and Tolerance”........................................................................................................278 Session 9. “The Island”..................................................................................................................................279 Session 10. “Conflicts and Ways to Solve Them”.........................................................................................281 Supplements to self cognition program.........................................................................................................283 Supplement 2. A question for you and about you..........................................................................................285 Content of social skill development program................................................................................................288 20

Presentation of Social skill development program........................................................................................295 The booklet presents the programs of social skill development. The purpose is to form and develop the basic social skills of children. The main tasks are:.................................................................................................295 Description of practical workshops – group sessions....................................................................................296 Session 1. “My Wonderful World”................................................................................................................296 Session 2. “My Values”.................................................................................................................................298 Session 3. “The First Impression”.................................................................................................................299 Session 4. “Your Wonderful World”.............................................................................................................300 Session 5. “Emotions”...................................................................................................................................301 Session 6. “Chart of my Emotions”...............................................................................................................302 3. Traffic Lights.............................................................................................................................................303 Session 7. “Where are the Feelings Born?”...................................................................................................303 1. Exercising According to the Signal...........................................................................................................303 Session 8. “Steps for Making Decisions”......................................................................................................304 Session 9. “Ripples”.......................................................................................................................................306 Session 10. “The World I Would Like to Live in”........................................................................................307 Session 11. “Skills of Health and Healthy Lifestyle”....................................................................................308 Session 12. “Risk”.........................................................................................................................................309 Session 13. “How Can I Stand That”.............................................................................................................311 Session 14. “Mutual Relations”.....................................................................................................................312 Session 15. “Accept, Ignore, Reject”.............................................................................................................314 Session 16. “The New Ending”.....................................................................................................................315 Session 17. “What are Good Friends?”..........................................................................................................316 3. Circle of Trust............................................................................................................................................317 Session 18. “Let’s Build a House”.................................................................................................................318 Supplements to the social skills program.......................................................................................................320

Introduction of practical group sessions “Trips turned out into a nightmare” Every person has the right to be protected against disrespectful, aggressive and brutal treatment and the right to live in a safe environment. Article 11 of the United Nations Convention on the Rights of the Child protects the child against his/her illicit transfer and non-return of children abroad; Article 19 provides that the child must be protected “from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse (...)”1. The Universal Declaration of Human Rights proclaims that "no one shall be held in

slavery or servitude; slavery and the slave trade shall be prohibited in all their forms” 2, “no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment” 3. Based on the United Nations data, trafficking in children and adult persons, unfortunately, appears to be one of the most burning and painful problems faced by today’s world. According to the available statistic data, the number of human trade victims each year ranges from 600 thou to 800 thou persons, 80% whereof are women and girls and about 50% − preteens. The problem of human trafficking has inflicted Lithuania, too; furthermore, in terms of the problem extent, our country, compared to the neighbouring Baltic States, is in a much worse situation. Based on the Europol data, each year about 1000 women and girls are transferred to other foreign countries, generally to West Europe, mostly for the purpose of sexual exploitation. Having regard to high relevance of the problem, the public organization “Save the Children Lithuania” in cooperation with the Swedish-Lithuanian community of Kristianstad

has issued the book “Trips turned into a

nightmare” attached to the present publication. The book is devoted to the issue of human trafficking and narrates true stories of 9 girls from Romania who became the victims of human trade and had the courage to share their sad experience. The organization “Save the Children Lithuania” has also prepared a description of practical group sessions corresponding to different parts of the aforementioned book and intended for the work with children in discussing the phenomenon of human trafficking. We hope that these sessions will help to have a more comprehensive analysis of the book, bring sense to the girls’ stories as well as help children to have a deeper insight into the phenomenon of human trafficking and receive information they might in order to be able to protect themselves. Each session is divided into three parts – the introductory game, the substantive/basic part of the session and the closing game. The introductory and closing games are of an advisable nature, therefore, if needed or desired, the session instructor may replace them by any other games. The sessions are intended for children of senior age (13-17 years old).

United Nations Convention on the Rights of the Child, Part I, Article 19//Official gazette,1995, No. 60-1501 Universal Declaration of Human Rights, Article 4// Official gazette, 2006-06-17, No. 68-2497 3 Universal Declaration of Human Rights, Article 5 2

DESCRIPTION OF PRACTICAL GROUP SESSIONS Session 1. “What is human trafficking and how do people fall into its trap?” Purpose: familiarize the kids with the phenomenon of human trafficking and its reasons. Tools: the book “Trips turned into a nightmare” (the appropriate source of reference for the discussion on the above-mentioned subject shall be the section “Why did it happen?“), a sheet with the task “Why a victim?“ (Supplement 1. Why a victim?) (one for each group), a sheet “Why a victim?” for the instructor (Supplement 2. Why a victim? (The instructor’s sheet) (preferably to have the sheet printed or rewritten on a sheet of larger format so that it could be shown to the audience), a large format paper sheet/writing board with the task “Reasons why you can become a victim of human trafficking” (Supplement 3. Reasons why you may become a victim of human trafficking) (one for each group), writing, drawing and colouring utensils, white paper sheets. Session plan: 1. Long trip The instructor hands out to each child a sheet of paper. The children are asked to imagine that they are invited to join together with their family an expeditionary trip to Alaska. During the trip they will be supplied with all the necessary things, i.e. food, water, medicaments, tents, sleeping bags and pots. The task for the session participants is to think of any extra things (up to 10 items) they would like to have during the trip and put them down on the sheet of paper. While the kids are working on the task, the instructor shall split them into small groups and ask the children to discuss the extra items they have selected within those small groups. After a short discussion, the instructor shall invite the kids to come together again and discuss the following: •

Are there any items which have been selected by all or at least several kids within the respective group? What type of items are these?

•

Why is it important to take with you when going on a trip the things which are really necessary? What happens to those who fail to take with them those necessary items?

•

Did the kids think only about themselves or also about other members of their family while selecting the items? Why?

•

What are the basic things to be taken into account each time you set out on a trip? Why?

2. Dangerous trips After the game, the instructor asks the children whether they are fond of travelling? What kind of trips can there be − long, short, joyful, etc.? What feelings do the kids experience while travelling? Can there be unpleasant, miserable trips? What type of trips are these?

After the children have exchanged their ideas, the instructor invites them to meet the nine girls who wish to share their stories about the trips they happened to have. Unfortunately, these trips were neither joyful nor interesting. The girls with whom the children will get acquainted wish to narrate their stories of trips that turned into a nightmare and want to warn others not to get into a similar situation. Why did it happen that the trips turned into a nightmare? The girls were sold and became the victims of human trafficking. The instructor asks the children whether they have heard anything about human trafficking? What thoughts, feelings and images do these words elicit in them? The instructor writes down their ideas on a large sheet of paper/writing board. After the kids have expressed their ideas, the instructor asks whether the kids have heard that human trafficking may have different forms? Do they know what forms human trafficking may acquire? The children again share their ideas and the instructor puts them down on a sheet of paper/writing board. After the children have shared their ideas, the instructor summarizes and, if appropriate, supplements them (for instance, if the kids have failed to list all possible forms of human trafficking). Within the context of the United Nations protocol, “trafficking in persons” means the recruitment, transportation, transfer, harbouring or receipt of persons by means of the threat of use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability for the purpose of exploitation. Trafficking in persons may have the following forms: •

Prostitution or other forms of sexual exploitation

•

Forced/bonded labour and services

•

Slavery or practice similar to slavery

•

Removal of organs

In addition, the following forms could be also identified: •

Forced marriage

•

Household exploitation

•

Industrial and agricultural exploitation

•

Childbirth

The instructor discusses the subject with the children going briefly through each item, asks whether they understand the listed forms of human trafficking, supplements their ideas and, if necessary, explains. Afterwards they discuss the following issues: •

What forms of trafficking in persons, as seen by the children, are most specific to Lithuania? Why?

•

Is it important to talk about all forms of human trafficking? Or are these just occasional cases not worth talking about? Maybe it happens only in feature films? Can these situations occur in real life? (for instance, the cases when persons are sold to work in agriculture, kidnapped for childbirth or removal of organs, etc.)?

Then the instructor asks the children about the reasons why people fall into the trap of human trafficking. The children’s ideas are written down on a large sheet of paper/writing board. The instructor distributes to the children sheets of paper and asks them to imagine and draw a person who could become a victim of human trafficking. What specific features could that person have? Could it be the person’s behaviour or appearance, etc.? The children may add their note next to the drawing explaining why they have chosen to depict that particular type of person they believe could become a victim of human trafficking. When the kids are through with the task, they are asked to show their drawings and to discuss the following points: •

What type of persons have they depicted? What is specific about them?

•

Why do they imagine that these particular persons are the potential victims of human trafficking?

•

Would the kids be exposed to the threat of becoming a victim of human trafficking if they had missed the features possessed by the persons they have depicted in their drawings? Why? Would they become the potential victims of human trafficking if they had these features?

The instructor should stress that each of us must be careful because anyone can fall into the trap of human trafficking. Later the instructor splits the children into small groups and distributes to each group pens and a sheet of paper with the task “Why a victim?” (Supplement 1. Why a victim?). The children within each group shall discuss the reasons of human trafficking referred to in the respective statements (e.g., the statement “There is nothing to do in Lithuania, you won’t achieve anything here” refers to such reasons as employment (recreation) (lack of employment), wrong attitudes, etc.). After the discussions within the groups are finalized, the instructor hangs on the wall a large sheet of paper ( Supplement 2. Why a victim? (The instructor’s sheet) containing the same statements and the respective reasons noted next to these statements. Then the statements are read out one by one and the groups are asked to tell whether they have specified the same reasons. If the reasons differ, ask the groups to specify them. The reasons identified by different groups may be written down on a large sheet of paper next to the ones shared by all groups. While conducting the discussion, the instructor asks the children to convey their opinion on whether the risk of becoming a victim of human trafficking depends on the person’s age, gender, educational background or social position. Why? It is important to emphasize that anyone may become a victim of human trafficking, for instance, anyone may become kidnapped on the street and sold for organs or agricultural labour – even a person who is smart, educated or rich. Therefore, everyone should know about human trafficking, about how to get protected against it and about where to seek help. The instructor invites the children to summarize the whole subject covered during the session and once again write down the whole list of reasons why people may become victims of human trafficking. So that it would be easier for the children to work on this task, they may be split into small groups with 4-5 kids in each group. Then the instructor shall hand out to each group a sheet of paper with the task “The reasons why you may become a victim of human trafficking” (Supplement 3. Reasons why you may become a victim of human trafficking). Having completed the task, the children are asked to present the result they have come up with. In summarizing the results, the instructor shall

stress that anyone may become a victim of human trafficking and the reasons why people may get entrapped are numerous. Therefore, we must be able to protect ourselves and our friends and be armed with the necessary knowledge about human trafficking. 3. A journey to the past, the current reality and the future After the discussion, the instructor invites the children to join a journey which offers much more fun − the journey to the past, the current reality and the future where pleasant reminiscences or dreams are awaiting us. The participants form two rings – internal and external and the instructor regulates the movement of these rings. First, the instructor asks the kids from the external ring to take the friends standing in front of them by the hands and tell them about what kind of trips they would like to have in the future, where they would like to go, what adventures they wish to encounter and what feelings and experiences they would like to bring back? After a couple of minutes, the instructor asks the children to say good-by to their friends. The kids standing in the external ring are asked to make a step to the right. And again the children take their new friends standing in front of them by the hands and the children from the internal ring are asked to imagine that they have a time-machine which may take them back to the past. What type of journey could it be? Which pleasant period of their past life would they wish to revive again? Why? After a couple of minutes, the instructor asks the children to say good-by to their friends and again tells the kids standing in the external ring to make a step to the right. The children from the external ring speak about the current reality – whether any pleasant trips are awaiting them in the nearest time or whether the kids have just recently been travelling. If not, they can share their experience about any other pleasant events. The instructor may ask the children to make 6-7 passages.

Session 2. “The role of a victim: the victim’s feelings and experiences” Purpose: help the children to understand the feelings, experiences and fears of persons who have become victims of human trafficking. Tools: the book “Trips turned into a nightmare” (the appropriate source of reference for the discussion on the above-mentioned subject shall be the sections “Who am I…?”, “Why a victim?”), sheets with the task “Feelings of human trafficking victims” (Supplement 4. Feelings experienced by victims of human trafficking) (one sheet for each participant), sheets with the task “Methods of assistance” (Supplement 5. Methods of assistance) (one sheet for each participant), sheets of white paper, writing and drawing utensils, photos (Supplement 6. Safe and unsafe environment). Session plan: 1. Welcome environment

The instructor asks the children to have a look around and pick out one item they find most attractive and well-disposing. The child may take this item and bring it to the ring. The following variant of the game is also possible – find in the building or room where the session takes place a cosy and feel-good spot and sit down or stand up next to it. Then discuss with the children the following points: •

Why have they chosen that particular item/spot? What feelings does this item/spot elicit in them?

•

Why is it nice to have around us the items or people we like? Does it always happen that we communicate only with persons we find pleasant or stay in places which elicit only positive feelings in us? Why?

2. Feelings a) The instructor reads out together with the children the sections “Who am I….?” and “Why a victim?” from the book “Trips turned into a nightmare”. Then they talk about the following: o

What feelings are reflected in the girls’ outgivings?

What are they going through?

What is the most painful experience for the girls?

Why?

The instructor summarizes the ideas shared by the children and stresses that human trafficking is one of the most cruel forms of violence leaving deep psychological wounds in victims. b) Then the instructor hands out to each child a sheet of paper with the task “Feelings of human trafficking victims” (Supplement 4. Feelings experienced by human trafficking) and asks the children to mark those feelings which they think may be experienced by the girls from the book “Trips turned into a nightmare” . It is advisable that the instructor first should talk with the children about the concepts listed on the sheet and make sure that each child comprehends the main idea and the meaning of these concepts, for example, when we speak of singleness we mean that a person feels good being on his/her own and isolated from other people, but when we speak of loneliness we have in mind the feeling of desolation and the state of being unwanted. One may even feel lonely while being among other people, therefore, when we say being single (alone) or lonely we refer to different emotional states and feelings. Then the kids are given 5 – 10 minutes to think for a while and mark the feelings which they believe best reflect the emotional state experienced by victims of human trafficking. Afterwards the instructor asks the volunteers to read out the feelings they have marked and discuss together with other children the following points: o

Was it difficult to make the selection of feelings?

Why have they selected these particular feelings?

How could these feelings be defined – are they positive, negative, painful or sweet?

What other feelings could be added to the list?

How could we help the person going through such emotions?

Who could provide help in such situations?

c) After the discussion, the instructor hands out to the children the sheets with the task “Assistance methods” (Supplement 5. Methods of assistance) and asks them to think for a while and put down on the sheet of paper how the aspects listed above could help girls who have gone through similar experience as described in the book “Trips turned into a nightmare”? What assistance methods could be discovered in art, family, society, etc.? The instructor asks the volunteers to read out what they have put down while working on the task. Then the instructor shall talk with the children about the following moments: o

Was the task of formulating the methods of assistance difficult? Why?

Are there many possibilities to overcome fear and negative emotions and return to normal life?

What else can help to overcome the negative emotions? What helps the children themselves to overcome the feelings of misery, loneliness, etc.?

d) Finally, the instructor goes together with the children through the photos (Supplement 6. Safe and unsafe environment) and they discuss the following aspects: o

What emotions does the photo elicit?

Where could the girls from the book “Trips turned into a nightmare” feel safe? Where would they feel unsafe?

What would make them feel safe or unsafe?

Would children/young people/adults feel safe in the environment depicted in the photo? Why?

Where are people exposed to the highest threat of becoming the victims of human trafficking or violence? Why? How to avoid it?

After the discussion, the instructor splits the children into smaller groups and asks each group to select 2 sheets with photos, paste a photo on a big sheet of paper, write down the threats that may arise in the environment depicted in that photo and put down the ways/behaviour which they believe would help to avoid these threats. 3. The mask The instructor talks with the children about feelings: •

Is it always easy to show what you really feel? Why? Why do people sometimes fear to show their true feelings?

•

Do the children think it was easy for the girls to tell their stories? Was it easy for them to confess about what had happened to them? Why?

•

What are the feelings the children find less embarrassing to talk about? Why?

The instructor suggests that the children should think of similar situations experienced by them in real life when they were hiding their real feelings. Then the kids are asked to make paper masks and write down on the internal side of the mask the real emotions they were going through in the situation they recall and on the external side – the feelings they showed to others. When the children are through with their task, they are asked to sit down forming a ring. The instructor proposes the volunteers to put on the masks and tell about their own situation and speak about the

feelings they showed to others and the true feelings they had inside. Then the instructor shall ask the kids to discuss the following: •

Why didn’t they want to show what they really felt?

•

Is it easy to hide your feelings?

•

Would they feel better if they had somebody they could talk to and reveal their true feelings? Is there any person they can trust and share their feelings with when they feel miserable or when something bad or mean happens to them?

The instructor must stress that it is never good to hide painful experiences or bad happenings even when someone tries to intimidate or threaten you. Children should speak about how they really feel or what has happened to them with someone they can trust – this person may be your mother, father, aunt, grandparent, social pedagogue, teacher, tutor, medical doctor or any other person. There will always be a person ready to listen to you and give you a helping hand.

Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?” Purpose: train the children to recognize persons posing threat and teach the children to say “no”. Tools: the book “Trips turned into a nightmare” (the appropriate source of reference for the discussion on the above-mentioned subject shall be the sections “How did I fall into their trap“, “The worst moments”), sheets with the task “Portraits“ (Supplement 7. Portraits) (one copy of each portrait for each group), writing and drawing utensils, white paper sheets, sheets with the task “No!“ (Supplement 8. No!) (two situations for each pair of kids), sheets with the task “Trust“ (Supplement 9. Trust) (one sheet for each child). Session plan: 1. How does information flow? The instructor draws a detailed picture (it may be drawn or clipped out from a magazine, newspaper, etc. before the session; the picture shall be neither overcrowded with minute details, because it would be too difficult to describe or draw it, nor too simple or containing very little details). The participants of the session are not allowed to see the picture. The instructor asks one child to come up and tells him/her confidentially about what is depicted in the picture. Then this child communicates the same in a confidential manner to another child, that child to the next and so on. The last participant has to draw the image described. Then the pictures produced by the instructor and the last participant are compared. Afterwards the instructor asks: •

Are the two pictures very different? Why?

•

Was it difficult to describe precisely what the other person had communicated? Why?

•

How does it happen in real life – does information flow in a similar way? Or does it usually happen that until information reaches us it has already undergone certain modifications or has become inaccurate? Why?

•

Should the children always pin their faith on what they hear, what is being proposed to them or what they are being told? Why?

•

Should the children trust all people and their offers? Why?

The instructor invites the children to talk about trust and about people who look to us trustworthy or whom we would be reluctant to trust. 2. Traffickers – who are they? a) The instructor asks the children to remember the discussion they had during the previous sessions about who and why might become a victim of trafficking in persons. Today, they will have a discussion about people who get others involved in human trafficking. Who are these people? How do they look like? Do they look fearsome, suspicious or easily recognizable? The instructor divides the children into groups with 3 – 4 kids in each group and hands out to each group a blank sheet of paper as well as writing and drawing utensils. Next to each group the instructor puts two portraits (Supplement 7. Portraits) turned with their face down so that the group participants could not see who is depicted there. On the back side of one portrait the instructor inscribes the words “the offender’s portrait” and on the other portrait – „the portrait of the traveller and narrator”. The instructor tells the groups that each of them has met two persons – a traveller narrator and an offender. The group members are asked to discuss among themselves and describe the appearance of those two persons pointing out their specific features or draw the portraits of those persons. When the groups are through with this task, they make a brief presentation of their work. Only then the instructor allows the children to turn the portraits with their face up and asks them to compare how much they resemble those drawn by the groups. Then the instructor discusses with the participants the following: •

Why have they depicted the offender and the traveller exactly that way?

•

How much do the works drawn by the groups differ from the original portraits?

•

How can children explain the existence of these differences?

•

Which of the persons depicted by them would they fear more? Why? Which of the persons depicted would they fear more if they had not read the descriptions on the portraits? Why?

•

Have the words written about the persons from the portraits influenced your opinion about these persons? Which of them should be feared more?

b) Then the instructor and the children read two sections from the book “Trips turned into a nightmare” (“How did I fall into their trap“, “The worst moments”) and discuss the following points: •

What kind of persons have betrayed the girls and have plunged them into the trap of human trafficking?

•

Did the girls have any reason to doubt those persons?

•

How do things go in real life? Is it always easy to recognize the person who wants to do us wrong? Why?

The instructor summarizes the discussion and notes that anyone can appear to be the trafficker – both a woman or a man, any person you have just met, a friend of yours or even a member of your family. How to recognize the trafficker? The instructor discusses with the children that one should never be very credulous and trust every stranger – go together with that person to any place he/she asks you to go; let that person treat you to drinks, in particular, when you do not see what exactly is being poured; leave your drinks unattended at parties, discotheques or in clubs, etc.; agree to go with the person abroad, especially when the person is a stranger to you or the person is asking you to give over to him/her your passport or meet him/her in desolate places, etc.. One should be careful about the proposals of close people, too, for instance, when they offer you to go abroad for work but do not specify the exact address or other particulars or when they are asking you to give over to them your passport saying that they need it for the purpose of handling necessary documentary formalities. Anyone can become the victim and anyone can appear to be the trafficker. It is important that you should have the guts to say “no” and resist accepting a suspicious offer. b) The instructor asks each child to find a counterpart (e.g., child may choose a friend with whom he/she has communicated the least today). When the kids already have their counterparts, the instructor distributes to the children the sheets with situations when it is necessary to say “no!” (Supplement 8. No!). The children distribute among themselves the roles – who will be the persuader and who will have to say “no“. Then the kids read out together one situation and try to reproduce it acting in pair. After 7 – 10 minutes, the instructor asks the children to swap the roles, read out the second situation and perform it. Then the instructor asks the children to come together again and discuss the following: •

Was it difficult to say “no“? Was it difficult to be persuading? Why? What did it depend on?

•

Is it difficult to say “no” to a person you like or who is close to you? Is it more difficult than saying “no” to a stranger? Why?

•

Whom would you say “no” more easily? What kind of person could it be and what features/appearance could he/she have?

Then the instructor invites the volunteers (a pair) who were good at saying “no” to enact one of the situations and show other children how to resist the persuader. If the instructor finds that the children feel a bit bashful, he/she may take over the role of the one who says “no” and show how to protect yourself. c) The instructor invites the children to talk about trust. The instructor distributes to the children the sheets of paper with the task “Trust” (Supplement 9. Trust), tells them to think for a couple of minutes and fill in each section of the sheet. After the task has been completed, the instructor shall ask the volunteers to read out the ideas their have written down. Then they move over to the following discussion: •

What does trust mean to them?

•

Are they apt to trust others?

•

What does it take for them to start trusting a person?

•

Should we always trust our nearest relatives, good friends or people we know who look very kind, nice, etc.? Why?

•

What kind of persons would the children be reluctant to trust? Why?

The instructor summarizes the discussion and stresses that one should always be careful in taking the other person’s behaviour, never forget about potential dangers and should not trust every stranger. 3. Sitting down and standing up in pairs After the discussion, the instructor invites the children to play a game of trust which is supposed to make everyone feel more confident and safer. The kids are asked to group in pairs, stand up leaning on each other’s back and join the hands with the partner behind the back. After the first signal given by the instructor they have to sit down together without losing their balance and after the second signal − to stand up. The pair which appears to be most quick in sitting down and standing up becomes the winner of the game. The instructor tells the children that it is important to feel the partner and be careful that he/she should not fall down. The game may have another variant – the players may sit down in pairs face-to face leaning against each other’s feet and holding on a steady stick.

Session 4. “How to avoid dangers while going abroad for work?” Purpose: teach the children to recognize and avoid the traps of human trafficking while searching for job abroad. Tools: the book “Trips turned into a nightmare” (the appropriate source of reference for the discussion on the above-mentioned subject shall be the section “What made me leave….”), sheets with the task “Suspicious and appropriate job offers” (Supplement 10. Suspicious and appropriate job offers) (one sheet for each participant), blank sheets of white paper, writing utensils, large sheets of paper (one sheet for each group), a couple of chairs and kerchiefs. Session plan: 1. Notices The instructor hands out to the children paper sheets and asks each of them to write down a brief notice “Want to get acquainted”. Each participant has to introduce himself/herself, say a few words about his/her hobbies and describe the appearance. If the kids within the group know each other well, the instructor may ask them to write down a notice where the kids should describe their secret hobbies, features, dreams, etc. of which nobody yet knows, so that the task of recognizing the child would be more difficult. After the children have competed the task, the instructor collects all notices, shuffles them and distributes them at random to the children, one notice for each participant. The task for the kids is to find out whose notice they have received. For this purpose, the children approach each other and keep asking questions, for instance,

“Do you dream of setting out on a trip around the world?” (if this statement is contained in the notice), etc. It is not allowed to ask such questions as “Is that your notice?”, “Are you the author of this notice?”, etc. After the game, the instructor asks the children whether the task of identifying the author of the notice was difficult? Why? Then the instructor invites the children to discuss a variety of other notices they can come across in daily newspapers, on websites, etc. 2. Job offers a) The instructor talks with the children about a wish to earn money and about various job offers: •

Is it great when you can earn money yourself? Is it easy? Are there any easy ways of earning money and are these ways good?

•

What do the children think about work abroad? Can there be offers to go abroad for work?

The instructor hands out to the children the sheets with the task “Suspicious and appropriate job offers” (Supplement 10. Suspicious and appropriate job offers). The kids are given 5 – 10 minutes to group the job offers into appropriate and suspicious and to specify those offers which the children would find attractive and would likely accept. When the kids are through with this, the instructor asks them to share their opinion (depending on he number of participants, the instructor may ask each participant to have a word or there can be conducted individual discussions within smaller groups): •

Which offer seems to be most attractive? Do all agree with that opinion?

•

Which offer would the children reject at once? Do all agree with that opinion?

•

What exactly makes the offers rejected sound suspicious? Why?

The instructor summarizes the children’s thoughts by saying that there may be some offers which look attractive, imply special attractions, easy money, etc., but one should be very careful about not falling into the trap of deceitful promises. First, you need to think what exactly this notice offers? Is there anything suspicious about it? What is it that makes the offer sound suspicious? You must tell about the notice to some other person whom you trust and seek his/her opinion and advise. Furthermore, there are certain rules the ones who go abroad for work should observe and the instructor now wants to discuss them with the children. b) The instructor splits the children into small groups (3 – 4 kids in each group) and encourages them to discuss the following issues: •

What should be done and should not be done when going abroad for work?

•

What things should be kept in mind?

•

How to protect yourself against falling into distressful situations?

The discussion is structured with a view to two stages undergone by each job seeker: •

Preparation (be careful when you select the job and the country, scrutinize the notice, check the employer and workplace records, sign the employment contract, etc.)

•

Departure (do not forget to consult on the laws existing in the country you plan to go to and on the situation with work permits; notify your family, relatives and close friends of your intention

to go abroad, leave them your contacts and call home upon arrival; keep your passport with you and do not give it over to anyone, etc.). Each group is given a large sheet of paper to be used for writing down the ideas the group will come up with. When the groups are finished with this task, they are asked to present what they have written down. The completed sheets of paper may be hanged on the wall so that everyone could see what is written there and better memorize the tips. c) The instructor reads out together with the children from the book “Trips turned out into a nightmare” the section with the following heading : “What made me leave…”. The instructor asks the children: o

Which girl’s story touched you most? Why?

What could the children tell and recommend her?

Then the session participants once again go through the girls’ stories narrated in the book (they may discuss all the stories one by one or, if they are short of time, select the ones which they liked most) and are asked to answer the following questions: - Why did the girls leave? What were the reasons? - What did they have to do before leaving, how could they avoid the distressful situations they had fallen into? Why did they fail to take the necessary precautions? - What piece of advice would the children give to each of the girls? 3. Looking for a chair When the discussion is over, the instructor tells the children that it is much easier to ward off and protect yourself while you are still in your own country and when you have collected all necessary information on the job offered. And it is much more difficult to protect yourself when you are in a foreign country, especially where you are all alone, without any friends or acquaintances, have poor knowledge of the local culture, have no command of the language, etc. Then the instructor invites the children to play and sense that difference. The instructor takes 3 chairs and places them in different spots of the room so that there should be certain distance between them. Three kids have their eyes blinded by a kerchief tied around the head and are seated on the chairs. Then the moderator of the game (it could be either the instructor or any child) gives a signal, whereupon the three kids have to stand up and follow further instructions, e.g. “Two steps forward, four steps to the left”, etc., and tries to make the kids move away from their chairs the longest possible distance. After several commands that have led the blindfold kids away, the kids are asked to find their respective chairs and resume their original position. The one who does it the first is announced the winner. Other kids may be also invited to try the game. After the game, the instructor asks the children whether it is more difficult to find your chair when you cannot see the chair and the way you have to follow. Why? Then the instructor concludes that when one goes abroad following blindfold the challenging offers, it feels the same.

Session 5. “Where to apply for help?”

Purpose: advise the children on where to apply for help and develop in them the attitude that it is better to seek help then just suffer alone. Tools: the book “Trips turned into a nightmare” (the appropriate source of reference for the discussion on the above-mentioned subject shall be the section “Tips”), a sheet with the tips for those seeking job abroad prepared by the instructor (Supplement 11. Tips for those going abroad) (one sheet for each participant), a strong rope, a list of organizations which can extend help in case you have become a victim of human trafficking (Supplement 12. Useful addresses) (one copy for each child), sheets containing a drawn image of a hand (Supplement 13. A helping hand) (one copy for each child), a large sheet of paper/a writing board, writing and drawing utensils. Session plan: 1. Ball of thread The instructor takes a ball of thread and asks the participants to sit down forming a ring. The instructor throws the ball at one of the children telling a few words about any of his/her current problems (e.g., some failures or things which make the instructor feel depressed, etc.). Another child does the same while holding one end of the thread in his own hand and passing the other one to the next child and so on until it reaches the last participant and closes the ring. While the thread is being clewed in the reverse order, each participant gives the neighbour advice on how his/her problem could be solved or situation improved or just says something good, offers help, support, friendship, etc. After the game is over, the instructor asks the children about how they felt when they heard kind words addressed to them? What kind of feelings did they experience at that moment? Is it easier to cope with any failure when you know that there is somebody ready to give you a helping hand and support? Is it easier to make decisions on your own or when you have somebody who can give you advice and assistance ? 2. Who can help me? a) After the game and the subsequent discussion, the instructor asks the children to recall the things they were talking about during the previous sessions – what is trafficking in persons? What are the forms of human trafficking? Who can be traffickers? What emotions do the victims of human trafficking go through? How to make a proper selection of job vacancy notices and job offers? The children’s ideas may be listed on the large sheet of paper/the writing board so that everyone could see them and memorize the acquired knowledge better. b) After the discussion, the instructor reads out together with the children the tips presented in the book “Trips turned into a nightmare” (the appropriate source of reference for the discussion on the above-mentioned subject shall be the section “Tips”) and hands out to the children the sheets with the tips for those going abroad (Supplement 10. Tips for those going abroad). The participants go through those tips and discuss the following: •

What do the children think about the tips? Is it necessary to take them into account? Why?

•

Do the children feel safer now? Would they know what to do if someone had offered them a job abroad or if they had been enticed with similar proposals? What would the children do?

•

What would the children do if they knew that their friend had planned to go on a trip abroad and there were reasons to suspect that this trip might be dangerous?

The instructor stresses that one should not forget to make use of those tips; furthermore, this useful information should be also passed to you friend, family member or any other person who plans to go abroad for work. Protect yourself from the potential threat of human trafficking and do not turn a blind eye on others who might fall into this trap. e) Unfortunately, not everyone is able to protect himself/herself from human trafficking. The instructor reads out together with the children the section “That is the way I am today” from the book “Trips turned into a nightmare” and they discuss the following moments: •

Do these girls need help?

•

Why do the children think so?

•

Are the kids aware of any organizations to which those who need help may apply? What are these organizations?

3. Spider’s web The instructor invites the children to play a game. The participants are asked to form a ring with one child standing outside and not taking part in the game for a while. The instructor takes a rope and names an organization or institution which may help people who find themselves in trouble (of any kind). Upon specifying the organization, the instructor passes one end of the rope over to one child and asks him/her to name another organization or institution of the similar kind. While doing this, the instructor shall keep a firm grip on the other end of the rope. Having named the organization, the child passes one end of the rope still keeping hold of it over to another kid, who is also asked to name the organization and so on until the rope appears in the last participant’s hands and the ring is closed. Then the instructor asks the child left outside the ring to lie down on the web that has been netted in the result of passing the rope from one child to another and tells the rest of the children to keep a fast hold of the rope. When there are a lot of children, the web will be dense and firm enough to keep the child who will lie down on it. Then the instructor asks the following questions: •

Was it easy to keep hold of the friend? Why?

•

Would it be more difficult or easier if you had to keep hold of the friend alone? Why?

Then the instructor explains that when you get in trouble, you should avoid concealing it, since when you are alone – like in the game − you will not be able to help yourself. There are many organizations, too, which may extend help in case you fall into the trap of human trafficking. The instructor hands out to each child the list of such organizations. The instructor may go through the organizations one by one, give a brief description of the activities performed by each of them and explain what type of help they may extend. The police and embassies available in every country should not be omitted, either. f) The instructor shall finalize the session by handing out the sheets of paper containing a drawn image of the hand (Supplement 12. A helping hand) (the instructor may also ask the children to delineate their own palm). Then the children are asked to write down on each finger the names of persons whom they can always approach and ask for help. Finally, the volunteers are invited to read out the names they have written down.

“TRIPS TURNED INTO A NIGHTMARE” SUPPLEMENTS

Supplement 1. Why a victim?

No. Statement 1. There is nothing to do in Lithuania, you won’t achieve anything here. 2. As soon as I graduate from the school, I will leave Lithuania immediately because there is nothing good about this country. My friends have left and are happy. 3. I won’t be a labourer. 4. My parents won’t give me money and I need it badly. 5. Guys shall always have some twists at their party who are only good for having fun but may not be viewed as potential partners for serious relations. 6. I have come across in newspapers that goldmines are waiting for those who go abroad. 7. Prostitutes are the best experts of sexual life. 8. The woman’s mission is to take care of the household and the family and to attend the man. 9. My parents beat me, so I will disappear from their life. 10. I sell my body because I have no other skills and it is the easiest way to earn income. 11. I was demanded to give away my passport. 12. I placed my photo on the Internet and was noticed and invited by filmmakers. 13. First they invited me to a café, bought me presents and then demanded to repay the debt.

Supplement 2. Why a victim? (The instructor’s sheet)

No. Statement 1. There is nothing to do in Lithuania, you won’t achieve anything here. 2. As soon as I graduate from the school, I will leave Lithuania immediately because there is nothing good

Reasons Employment (recreation). Wrong attitudes. Wrong attitudes. Influence of contemporaries.

about this country. My friends have left and are happy. 3. I won’t be a labourer.

Wrong attitudes. Wish to earn quick

4. My parents won’t give me money and I need it badly. 5. Guys shall always have some twists at their party who are

money. Income. Influence of contemporaries and the

only good for having fun but may not be viewed as

surrounding environment. Gender

potential partners for serious relations.

inequality. Discrimination. Influence of mass media.

6. I have come across in newspapers that goldmines are waiting for those who go abroad.

7. Prostitutes are the best experts of sexual life.

Sexual knowledge. Wrong attitudes. Influence of mass media.

8. The woman’s mission is to take care of the household and the family and to attend the man.

Stereotypes. Unequal position of woman within the society. Negative attitude. Stereotypes. Gender inequality.

9. My parents beat me, so I will disappear from their life.

Discrimination. Conflicts and adverse situation within

10. I sell my body because I have no other skills and it is the

the family. Lack of independence and self-

easiest way to earn income. 11. I was demanded to give away my passport.

confidence. Lack of legal knowledge. Naivety,

12. I placed my photo on the Internet and was noticed and

gullibility. Lack of self-confidence, naivety,

invited by filmmakers. 13. First they invited me to a café, bought me presents and

gullibility. Naivety, gullibility, ignorance of

then demanded to repay the debt.

her/his rights.

Supplement 3. Reasons why you may become a victim of human trafficking

Economic reasons

Psychological reasons

Social, cultural reasons

Situations that may be referred to as “situations without any reason”

Personal reasons (depending on the

Other reasons

individual’s personality and character)

Supplement 4. Feelings experienced by victims of human trafficking

Panic

Anxiety

Thrill

Curiosity

Frustration

Astonishment

Anger

Oppression

Loneliness

Irritation

Pain

Guilt

Despair

Hatred

Joy

Strain

Melancholy

Loneliness

Satisfaction

Peace

Fear

Emptiness

Shame

Feeling of dependence

Fright

Feeling of safety

Pleasure

Feeling of distrust

Depression

Loneliness

Supplement 5. Methods of assistance Please specify how the aspect listed below could help the girls who have gone through similar experience as described in the book â&#x20AC;&#x153;Trips turned into a nightmareâ&#x20AC;?.

o Friends._____________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ o Travelling.___________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ _ o Creation._____________________________________________________________________________ _ _______________________________________________________________________________________ _______________________________________________________________________________________ o Love._______________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ o Studies.__________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ o Family. ______________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ o Society.__________________________________________________________________________

_______________________________________________________________________________________ _______________________________________________________________________________________

Supplement 6. Safe and unsafe environment

Supplement 7. Portraits

Vanessa She has several convictions for cooperation with traffickers. The girl is good-looking, communicable, can easily establish contact and understanding with young people and manages to gain their trust. Nobody expects that this beautiful girl with delicate constitution may do them wrong. Generally, Vanessa gets acquainted with girls and guys at parties where she has the possibility to add some drugs to their drinks or invite them to come to her place where traffickers are already waiting for them. Moreover, Vannessa has several convictions for the grievious bodily harm done to the girls sold to traffickers and for the distribution of drugs and counterfeit documents.

William William is a person of restless spirit â&#x20AC;&#x201C; he cannot settle down and stay in one place for a long time. He is fond of travelling and meeting new people, since he is a kind and communicable person, always ready to help others. He likes singing and telling stories, especially about his adventures he has experienced while travelling. Sometimes he repels others by his scary wide smile, but when he starts speaking, nobody can resist him â&#x20AC;&#x201C; his stories are extremely colourful and interesting.

Supplement 8. No!

Ralph’s friend Carl suggests that they should visit a rich acquaintance of his who volunteers his help in covering the costs of the guys’ trip and offers to accommodate them in a luxury hotel. Ralph is quite surprised at such a proposal and thinks it is queer, but Carl only ridicules him and says that only a fool would miss such a perfect opportunity. Carl claims that the person they are invited to visit only needs good company and that he is rich enough not to bother about how much the trip may cost. A lot of fun is waiting for them and the only thing the guys have to do is just give away their passports so that their sponsor could handle all the necessary documentary formalities. How to say “no”? A close friend of Wendy suggests that they should go abroad to take training in contemporary dances in a prestige club since it has been their dream for a long time and they have often talked about it. Furthermore, they will not have to pay anything, because an acquaintance of Wendy’s friend has noticed their talents and believes the girls can achieve a lot and he is ready to invest in them and make them the best dancers in the world. This is the greatest ambition Wendy has been cherishing for so long! How to say ‘no”? Cindy has been exchanging emails with a young boy for a couple of moths already and she believes he is the greatest person in the world – he makes an impression of a nice-mannered, sweet, attentive, good-hearted and sympathetic man. The only problem is that she saw him only on the photo. However, Cindy’s friend has recently mentioned that he must go abroad on business and stay there for a prolonged time. He grumbles about the difficult time he will have there alone without Cindy and offers her to join him promising to cover all the necessary costs and handle all the necessary documentary formalities. How to say “no”? It is already three months that Viltė has been dating a new boy-friend who buys her expensive presents and is very attentive, courteous and nice. Viltė is astonished that the guy can afford buying her anything she desires. In response, her boy-friend only laughs and says that it is very easy to earn money and lead a good and rich life if you are smart enough and know how to do it. He invites Viltė to join him and go together with him abroad for work. Furthermore, he promises to handle all the necessary documentary formalities for her through some good acquaintances of his who are very kind to offer the girl their home where she will be able to settle upon arrival. The guy tries to convince Viltė that just in a month she will earn as much money as he does. How to say ”no”?

Supplement 9. Trust

Are you apt to put trust in others easily?

Why? 1.

YES NO

DO NOT KNOW THAT DEPENDS

3. 4. 5.

What kind of persons would you never trust?

Persons you would never trust 1.

WHO ARE THESE PERSONS? 2. 3. 4. 5. What does it take for you to start trusting a

Persons you would trust

person? How should the person behave and

what features should the person have? 2. WHO ARE THESE PERSONS? 3. 4. 5.

Supplement 10. Suspicious and inappropriate job offers Group the offers in the following way: a. Suspicious offers you would verify b. Offers you would accept at once c. Offers you would reject at once 1. Your friend’s brother proposes you to go together with him to England and work there as a salesgirl. He says you will be paid 7000 litas per month. Moreover, he even offers to handle all the necessary documentary formalities for you, so the only thing he is asking you to do is just to give away your passport. 2. The guy is invited to try himself in a photo session because his appearance is very suitable for artistic photos. Moreover, they need a new model as soon as possible and they are ready to pay for that urgency the respective amount of money. 3. You come across a job offer notice in the newspaper, however, the potential employer requires prepayment meant to cover the costs of documentary formalities. 4. The company offers you a nanny’s job and asks from you two photos, whereof one should contain your fulllength image. They say they need it because the customer wants to get to know you better and see how you look prior to signing the employment contract with you. 5. You are offered a servant-maid’s job in Spain. You note that you don’t speak Spanish but they explain that it is easy to learn it and they will help you. Furthermore, they mention that you will be able to communicate with the hotel manager and other employees in Russian. 6. You are offered a job in England, in a café of a small resort town, where you will have to collect dirty dishes and clean the tables. The employer specifies the following requirements: a. Command of the English language; b. Accurateness; c. Dutifulness . The employment agency helps to mediate and the employer fills in all the required documents. Your responsibility is to pay for that and assume the costs of the trip. The employer says you will be paid at minimum rates existing in England but it is normal practice for waiters to share their tips with their assistants. The employer also offers the possibility of settling in the vicinity of the café. 7. You are offered a job in England, in a café of a small resort town, where, most probably, you will have to collect dirty dishes and clean the tables. The employer specifies the following requirements:

a. Energy; b. Representative appearance; c. Command of the English language not compulsory. You need to write or call the employer yourself and agree upon the date of your arrival. Supplement 11. Tips for those going abroad

arimai, vykstantiems į užsienį. Tips for those going abroad Do you intend to work abroad? Are you afraid of becoming a victim of fraud or exploitation? Make use of herein provided information or call the following organizations for advice: International Organization for Migration, Vilnius Office (8-5) 262 48 97 Missing Persons’ Families Support Centre 8-800-26161 (free-toll number) (8-5) 277 31 34

WHAT SHOULD BE DONE BEFORE LEAVING: · Examine the offer to work abroad very closely. Many notices offering job vacancies are reliable but one can also come across such ones which sound rather obscure. Learn to differentiate them. Even an offer received from your friend or relative should be subjected to close scrutiny. · Check whether the company offering you a job abroad operates legally. The list of companies licensed to employ the Lithuanian citizens abroad is available at the following website address: http://www.ldb.lt/LDB_Site/index.aspx/lt/darbas_uzsienyje/privacios_idarbinimo_tarnybos/sarasas/ · Request that the employment contract should be as detailed as possible. · Call the embassy of the country where you intend to go in Lithuania and inquire about the requirements to foreigners who want to get employed in that country. Find out how to obtain a permit to work and reside in that particular country. Clarify as many specific points as possible. · Notify your family and close friends of your intention to go abroad for work. · Leave to your parents and friends the exact address where you plan to settle upon arrival and all the particulars about your potential employer. · Try to find the highest possible number of contact addresses in the country where you intend to go. Make sure you have the contact information of the Lithuanian embassy in that particular country.

· Leave to your parents and friends a copy of your passport and your latest photo. It is advisable that you should take a copy of your passport (preferably validated by a notary) with you which will come in useful in case you lose your original passport or it is taken away from you. · Insure yourself against accidents and sickness. · Arrange with your parents and friends about when and how you will let them know how things go for you. · Take with you some extra money – the amount which would be at least enough to cover the cost of return ticket. · If you are not sure that your decision to work abroad is right, call the Missing Person’s Families Support Centre (help line 8-800 26161) or Vilnius Office of the International Organization for Migration (telephone (8-5) 262 48 97) and get advice. While being abroad: · Never give away your passport to anyone unless you are requested to do that by the state officers. If necessary, provide the particulars of your passport but keep the original document with you. Neither is your passport required in the case of illegal employment. · If you lose your passport in the result of theft, immediately report the case to the police or apply to the Lithuanian embassy. · If upon arrival you realize that the actual conditions differ from those agreed upon in the employment contract, immediately contact the company or the person who has employed you. Request that the situation should be remedied. If things stay the same, you are entitled to terminate the contract. · While being abroad, avoid accepting any doubtful gifts or getting indebted. · Do not forget to call your family and friends at the agreed time. · Immediately notify your family of any changes to your whereabouts. · Never hesitate to contact the Lithuanian embassy or the police if you need help. If you have become a victim of human trafficking in Turkey, call 157. This is a free-toll telephone line available round-the-clock 7 days a week. The qualified employees speaking Russian, English, Turkish and Romanian are always ready to help you.

Supplement 12. Useful addresses

No. 1.

Name International Organization for Migration

Website http://www.iom.lt/ www.darbaz.lt

Webpage of the International Organization for Migration designed to meet the needs of young people

Contacts Address: Vilnius Office JakĹĄto St. 12, LT-01105 Vilnius Contacts: Phone: 261 01 15, 262 48 97 Fax: 261 13 26 E-mail address: iomvilnius@iom.elnet.lt

http://www.refocusbaltic.net/lt/index

Webpage of the International Organization for Migration (dedicated to the issue on combating human trafficking in the Baltic States) Webpage of the Information Centre for Migration

Office hours: Monday through to Friday 08:30 a.m.â&#x20AC;&#x201C; 5:00 p.m.

http://infocentras.iom.lt/

Free-toll help line 8-800-25252 Help line for those calling from abroad: +370 5 2121600 Consultancies via Internet: info@iom.lt

Missing Persons’ Families Support Centre

www.missing.lt

Address: P. Žadeikos St. 3-21 Vilnius LT-06319 Lithuania Contacts: Phone/Fax: 8 (5) 248 33 73 Phone: 8 (5) 248 33 53 E-mail address: centras@missing.lt Free-toll help line: 8-800 2 61 61 (at working days from 9 a.m. to 5 p.m.)

Caritas Lithuania

http://www.anti-trafficking.lt/ (the webpage is intended for the victims of prostitution and human trafficking)

Volunteer offices: Kaunas: Vida Šimkūnaitė 8 636 17 900 Klaipėda: Svetlana Jadova 8 672 78 768 Panevėžys: Stasys Diponas 8 689 24 762 Project office Aukštaičių St. 10, Kaunas, phone (8 37) 323300, e-mail address caritas@antitrafficking.lt Social worker Jolita Juškevičienė, cellular phone 8 678-19311 Panevėžys Episcopate: Social worker Lina Ramunytė, Topolių al. 12, Room 56, Panevėžys, phone 8 634-79523, e-mail address panevezys@antitrafficking.lt Telšiai Episcopate: Social worker Dovilė Kubiliūtė, Taikos av. 29a, Klaipėda, phone 8 678-18791 (8 46) 315078. e-mail address klaipeda@anti-trafficking.lt Šiauliai Episcopate: Social worker Marytė Puidokienė, Varpo 9 (PE Šiauliai person’s health care centre, Room 342, III Floor III ), Šiauliai, phone 8 65374459, e-mail address siauliai@antitrafficking.lt Vilkaviškis Episcopate: Social worker Giedrė Volff, Vytauto 25, Marijampolė, phone 8 631-53173, e-mail address marijampole@anti-trafficking.lt

The webpage makes part of the project titled

http://www.neparduodamas.lt/index.php

PE “Vaiko namas“

http://www.children.lt/

Address: Žemaitės St. 21-203 LT-03118, Vilnius Contacts: Phone/Fax: 8-5 2338396 Cellular phone 8 604 00920 1. Lithuanian Criminal Police Bureau, Board I of Crime Investigation Service Chief Board, Trafficking in People Unit Phone: (8 ~5) 271 9901, (8~5) 271 9936, (8~5) 271 7981

ASSISTANCE OF LAW ENFORCEMENT INSTITUTIONS

2. The Police Department under the Ministry of the Interior, confidential help line Phone: 8 5 272 53 72 E-mail address: info@policija.lt 3. General help line Phone: 112 9.

Kaunas County Women Crisis Centre

http://www.kamkc.lt/

Address: Juozapavičiaus per.77 (III floor), Kaunas Contacts: Phone (8-37) 34 00 27, fax (8-37) 20 45 91 e-mail: marija@kamkc.lt, Branches of Kaunas County Women Crisis Centre: - Raseiniai Women Crisis Centre Phone (8-428) 70503 - Kėdainiai Women Crisis Centre Phone (8-683) 74050 - Prienai Women Crisis Centre Phone (8-319) 60166

Embassies of the Lithuanian Republic abroad Ireland 90 Merrion Road,Ballsbridge, Dublin 4 Phone: 353 1 6688292 E-mail address: amb.ie@urm.lt Belgium: (including Luxemburg) Rue Maurine Lietart 48, 1150 Bruxelles Phone: (32 2) 772 27 50 E-mail address: amb.be@urm.lt Great Britain (including Ireland) 84 Gloucester Place, London WIH 3HN Phone: 44 20 7486 6401, 44 20 7486 6402 E-mail address: amb.uk@urm.lt Spain C. Fortuny 19, 28010 Madrid Phone: (34 91) 310 20 75, (34 91) 319 89 35 E-mail address: amb.es@urm.lt Israel: (including Cyprus, the Republic of South Africa, Ethiopia and Nigeria) Top Tower 14( th ) flor, dizengoff 50, Suite 1404, tel Aviv 64332 Phone: (972 3) 528 8514 E-mail address: amb.il@urm.lt Norway Gimle Terrasse 6, 0244 Oslo Phone: (47) 225 581 50, (47) 225 514 71 E-mail address: amb.no@urm.lt Portugal Av 5 de Outubro, 81-1 Esg. Apartado 14160, 1064-002 Lisboa Codex Phone: 35 121 799 0110 E-mail address: amb.pt@urm.lt

Austria: (including Slovenia, Slovakia, Croatia and Liechtenstein) Lowengasse 47/4 1030 Vienna Phone: (43 1) 718 5467 E-mail address: amb.at@urm.lt Denmark: (including Island) Bernstorffsvej 214, DK â&#x20AC;&#x201C; 2920 Charlottelund, Copenhagen Phone: (45 39) 636 207 E-mail address: amb.dk@urm.lt Greece (including Bulgaria, Romania and Albania) 49, Vasilissis Sofias, Ave, GR â&#x20AC;&#x201C; 106 76 Athens Phone: 301 72 94 356, 301 72 94 357 E-mail address: amb.gr@urm.lt Italy: (including Malta and Switzerland) Viale di Villa Grazioli 9, 00198 Rome Phone: (39 06) 855 9052, (39 06) 854 0482 E-mail address: amb.it@urm.lt USA (including Mexico) 4590 MacArthur Blvd.,NW, Suite 200,Washington,DC 20007-4226 Phone: (1 202 ) 234 58 60 E-mail address: amb.us@urm.lt The Netherlands Koninginnegrach 78, 2514 AH The Hague Phone: (31 70) 385 54 18 E-mail address: amb.nl@urm.lt France 14 Bd. Montmartre, 75009 Paris Phone: 331 480 100 33, 331 452 319 23 E-mail address: amb.lituanie@magic.fr

Finland Rauhankatu 13 A, 00170 Helsinki Phone: 358 9 608 210 E-mail address: amb.fi@urm.lt Turkey Mahatma Gandi Cad.. No. 17/8-9, 06700 G.O.P. Ankara Phone: 90 312 447 07 66 E-mail address: amb.tr@urm.lt Germany Charite str. 9, 10117 Berlin Phone: 49 30 890 68 10 E-mail address: info@botschaft-litauen.de

Sweden Strandvagen 53, 11523 Stockholm Phone: 468 667 54 55, 468 103 018 E-mail address: amb.se@urm.lt, litemb@telia.com Hungary (including Bosnia and Herzegovina, Serbia and Montenegro) Dobsinai utca 4/A, 1124 Budapest Phone: 36 1 224 79 10 E-mail address: litvania@litvania.hu The Ukraine 21 Buslivska str., 010901 Kyiv Phone: 380 44 254 09 20 E-mail address: amb.ua@urm.lt

Police telephone numbers abroad Ireland Phone: 112, 999 Belgium Phone: 101 Denmark (including Island) Phone: 112 Greece (including Bulgaria, Romania and Albania) Phone: 100 Italy Phone: 112, 113 USA (including Mexico) Phone: 911 The Netherlands Phone: 112 France Phone: 17 Sweden Phone: 112 Germany Phone: 110

Austria (including Slovenia, Slovakia, Croatia and Liechtenstein) Phone: 999 or 112 Czechia Phone: 158 Great Britain and Northern Ireland Phone: 999 Spain Phone: 91 Israel (including Cyprus and the Republic of South Africa) Phone: 100 Norway Phone: 112 Portugal Phone: 112 Finland Phone: 10022 Turkey Phone: 155

Supplement 12. A helping hand

TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS

Prepared by: Kristina Stepanova

Table of contents Public organization “Save the Children Lithuania“...........................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS .......................................................1 ..........................................................................................................................................................................1 TABLE OF CONTENTS...................................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION......................................................................................................9 “SAVE THE CHILDREN Lithuania”...............................................................................................................9 INTRODUCTION...........................................................................................................................................10 “Trips turned out into a nightmare”.................................................................................................................14 Practical group sessions devoted to prevention of human trafficking ............................................................14 Sessions “Trips turned out into a nightmare”..................................................................................................15 Table of Contents.............................................................................................................................................15 Introduction of practical group sessions .........................................................................................................22 “Trips turned out into a nightmare”.................................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS................................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”................................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”........................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”........29 Session 4. “How to avoid dangers while going abroad for work?”.................................................................32 Session 5. “Where to apply for help?”.............................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” .................................................................................................37 SUPPLEMENTS.............................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS ..............................................65 Prepared by: Kristina Stepanova......................................................................................................................65 Table of contents..............................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”..................80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. .............................................................................................................................................80 66

the necessity for preventive action. The term

Sessions “Trips turned out into a nightmare”..................................................................................................15 Table of Contents.............................................................................................................................................15 Introduction of practical group sessions .........................................................................................................22 “Trips turned out into a nightmare”.................................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS................................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”................................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”........................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”........29 Session 4. “How to avoid dangers while going abroad for work?”.................................................................32 Session 5. “Where to apply for help?”.............................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” .................................................................................................37 SUPPLEMENTS.............................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS ..............................................65 Prepared by: Kristina Stepanova......................................................................................................................65 Table of contents..............................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”..................80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. .............................................................................................................................................80 The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old)....................................................................................................80 I. THE CHILD AND HUMAN RIGHTS .......................................................................................................81 THEORETICAL BACKGROUND.................................................................................................................81 1. HISTORY OF HUMAN RIGHTS ..............................................................................................................81 2. HUMAN RIGHTS. CONCEPTS AND Notions ........................................................................................87 2.1 Classification of human rights...................................................................................................................88 3. HISTORY AND CONCEPTION OF THE CHILD RIGHTS.....................................................................89 3.1 The basic provisions of the Convention on the Rights of the Child .........................................................91 One of the most underlying provisions of the Convention is the right of the child to live and develop. This principle which directly relates to the economic and social rights of the child is formulated in Article 6. It implies that not only the child’s life must be protected but also the child’s right to survival and healthy 73

development. The term “survival” includes, inter alia,

the necessity for preventive action. The term

“development” in this particular context acquires the qualitative dimension. This term relates to each child and should be interpreted in a wider context bearing in mind the child’s physical and mental health as well as his/her spiritual, moral, cultural and social development................................................................................92 II. THE PROCESS OF TRAINING children ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS...........................................................................................................................................................93 PRACTICAL PART........................................................................................................................................93 1. OBJECTIVES, SKILLS AND KNOWLEDGE of training on the subject of the CHILD AND HUMAN RIGHTS ..........................................................................................................................................................93 2. Work with children under the social program.............................................................................................94 DESCRIPTION OF SESSIONS......................................................................................................................96 3.1 Sessions intended for the junior group ......................................................................................................96 (children of 7 – 12 years old)...........................................................................................................................96 Session 12. “I know how to protect myself”..................................................................................................121 Session 13. “The protective shield”...............................................................................................................124 Session 14. “The experts of rights and duties”..............................................................................................126 1. “Sitting down and standing up in pairs”....................................................................................................126 Session 15. “My dream city”.........................................................................................................................128 3.2 Sessions intended for children of senior age (13 – 17 years old) ...........................................................130 Session 1. “What do I know about the child and human rights?”..................................................................130 Session 2. “The fundamental rights of the child”..........................................................................................132 Session 3. “Violations of the child rights”.....................................................................................................135 Session 4. “Human rights and the Universal Declaration of Human Rights“...............................................137 Session 5. “Who protects my rights”?...........................................................................................................140 Session 6. “Stereotypes in our Life”..............................................................................................................142 Session 7. “Power Station”............................................................................................................................144 Session 8. “See Your Possibilities”...............................................................................................................146 Session 9. “Struggle for Power and Wealth”.................................................................................................148 Session 10. “Horoscope”...............................................................................................................................150 Session 11. “Equal Opportunities”................................................................................................................152 Session 12. “Maintaining the Balance”.........................................................................................................153 Session 13. “Draw the Right”........................................................................................................................155 Session 14. “Scenarios of our Future”...........................................................................................................156 1. “I'm Entitled to my Name”........................................................................................................................157 74

3. “Answer where you are”............................................................................................................................158 Session 15. “Our Living Place, and Rights of the Child and Humans”.........................................................158 Supplements to the program of children and human rights studies...............................................................160 Supplement 1. The most important dates related to the human and children's rights ...................................161 .......................................................................................................................................................................161 Supplement 2. The main rights from the Convention on the Rights of the Child.........................................162 Supplement 4. “What am I like?” Samples of sentences...............................................................................164 Supplement 5. “Where to Ask for Help?”....................................................................................................164 Supplement 6. “Protective shield”.................................................................................................................166 Supplement 7. Violations of Children’s Rights.............................................................................................167 Supplement 8. Violations of Human Rights..................................................................................................168 Supplement 9. Failure to Perform the Duties.................................................................................................169 Supplement 10. Situations with Violations of Children's Rights...................................................................170 Supplement 11. Universal Declaration of Human Rights..............................................................................172 Supplement 12. “If I was...” ..........................................................................................................................175 Supplement 13. “Stereotypes in our Life”.....................................................................................................176 Supplement 14. See Your Possibilities..........................................................................................................177 Supplement 15. Zodiac Signs........................................................................................................................178 Supplement 16. Life descriptions..................................................................................................................180 Supplement 17. Equal Opportunities.............................................................................................................182 Supplement 18. Maintain the Balance...........................................................................................................183 Content of the program of professional guidance and advice........................................................................185 Presentation of the program of professional guidance and advice ...............................................................192 Preparations for purposeful selection of profession, planning of own career, professional life is an important and valuable part of a versatile personality development. When planning the selection of profession it is important that a young man would be able to evaluate various proposals in all aspects, and select his profession not only according to the proposed salary but also according to its personal values, strives and dreams. Another aspect is important, too: awareness that we live in the world of continuous change, therefore our professional life and its success depends on our ability of lifelong learning, advancement, improvement, gaining new knowledge and skills..........................................................................................192 Description of practical group Sessions ........................................................................................................192 Session 1. “What is a Career?”......................................................................................................................192 Session 2. “Ideal Job”....................................................................................................................................193 Session 3. “What am I?”................................................................................................................................195 75

Session 4. “Me and my Strengths”................................................................................................................199 Session 5. “My Life”......................................................................................................................................199 Session 6. “How Others Perceive Me”..........................................................................................................201 Session 7. “People in My Life”......................................................................................................................205 Session 8. “Me and Others”...........................................................................................................................208 Session 9. “My Life when I am 35”...............................................................................................................210 Children are handed the paper sheets “I am 35” and asked to imagine they are 35 years old. Let the children think, and describe that day. The instructor must encourage children to imagine everything they want, everything they dream, even though it seems not realistic now. ..................................................................210 If it is difficult for kids to perform this task, the instructor can give them a sheet with additional questions “Questions for a person who is 35”, which will facilitate the task, and let the children create a story of one day. But in the beginning the instructor should allow children to try themselves, and only if they totally fail, he should give them the additional list as this list limits children's creativity and fantasy. Children are given 20 – 30 minutes to create a story. .................................................................................................................210 If it is difficult for you to imagine yourself being 35, try answering the following questions:.....................212 Where do you wake up, what place is this?...................................................................................................212 Which hour is this?........................................................................................................................................212 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ .................................212 Session 10. “Planning”...................................................................................................................................213 Session 11. “Professions”..............................................................................................................................214 Session 12. “Who are they?”.........................................................................................................................217 Session 14. “Job Search”...............................................................................................................................223 Session 15. “Writing the Curriculum Vitae (CV)” .......................................................................................223 Tools: page with a task “Curriculum vitae” (Task sheet “Curriculum vitae”, page 187) (one sheet for each child), writing tools, drawing tools, old newspapers, magazines, coloured paper, scissors, glue. ...............223 Session plan:..................................................................................................................................................223 76

Children are proposed to create their CV – life description. In the beginning, the following can be discussed: ........................................................................................................................................................................223 What is curriculum vitae (CV), what is it needed for?..................................................................................223 What is the most important when writing a life description (CV)?...............................................................223 To what issues does an employer pay attention when reading the life description (CV)?............................223 How should the life description (CV) be written? What things are important to mention? .........................223 Children get the sheet “Curriculum vitae”, which they fill, this way trying to prepare their own CV. If possible, the task could be done on computer. Children also may open the job search websites where they can try completing the CVs (e.g., www.cvmarket.lt, www.cvonline.lt, www.cv.lt etc.). ...................................223 Later children are proposed to organise the CV competition, to create a playful CV. The instructor explains to children that their CV should represent what the children are. Later the presentation of all CVs is organised; children together select the most original, the most playful, the most creative etc. CV. Symbolic prizes can be invented. Children can create any CV they can imagine. They can:.............................................................223 Create CV of any size and format..................................................................................................................223 May use pictures............................................................................................................................................223 May use drawing tools...................................................................................................................................224 May use various other materials: magazines, newspapers, coloured paper sheets etc. ................................224 May decorate their CVs.................................................................................................................................224 May present their CV to others in a way they like. ......................................................................................224 Task sheet “Curriculum vitae”.......................................................................................................................224 Session 16. “Job Interview”...........................................................................................................................224 Task sheet Employer’s Requirements............................................................................................................226 Task sheet Employer’s questions...................................................................................................................227 Contents of social resistance program ..........................................................................................................229 Presentation of social resistance program......................................................................................................236 Description of practical workshops – group sessions ...................................................................................237 Session 1. “Reasons for Smoking, Using Alcohol, Narcotic substances”.....................................................237 Session 2. “Advertising of Alcohol and Tobacco”........................................................................................237 Session 3. “Consequences of Alcohol Use”..................................................................................................238 Session 4. “Consequences of Tobacco Use”..................................................................................................238 Session 5. “How Much Money is Spent for Cigarettes?”..............................................................................239 Session 6. “Is it Difficult to Say “No”...........................................................................................................239 Session 7. “What, Why and How?”...............................................................................................................240 Session 8. “Narcotic substances”...................................................................................................................241 77

Session 9. “True or Wrong?”.........................................................................................................................241 Session 10. “Forecasting the Consequences – What Would Happen if I Behave this Way... “....................242 Session 11. “Rachel and her Friends (Criteria and Subjectivity of Assessment)”.........................................243 Session 12. “Family”.....................................................................................................................................245 Session 13. “What do You Know About Alcohol, Tobacco and Other Drugs?”..........................................245 Supplements to social resistance program.....................................................................................................248 Presentation of Self Cognition Program........................................................................................................271 DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS.................................................272 Session 1. “All Together”..............................................................................................................................272 Session 2. “Tree of Life”...............................................................................................................................273 Session 3. “My Group”..................................................................................................................................273 Session 4. “What am I?”................................................................................................................................274 Session 5. “Love – What is it?”.....................................................................................................................275 Session 6. “Communication – What is it?”....................................................................................................276 Session 7. “Photos”........................................................................................................................................277 Session 8. “Stereotypes and Tolerance”........................................................................................................278 Session 9. “The Island”..................................................................................................................................279 Session 10. “Conflicts and Ways to Solve Them”.........................................................................................281 Supplements to self cognition program.........................................................................................................283 Supplement 2. A question for you and about you..........................................................................................285 Content of social skill development program................................................................................................288 Presentation of Social skill development program........................................................................................295 The booklet presents the programs of social skill development. The purpose is to form and develop the basic social skills of children. The main tasks are:.................................................................................................295 Description of practical workshops – group sessions....................................................................................296 Session 1. “My Wonderful World”................................................................................................................296 Session 2. “My Values”.................................................................................................................................298 Session 3. “The First Impression”.................................................................................................................299 Session 4. “Your Wonderful World”.............................................................................................................300 Session 5. “Emotions”...................................................................................................................................301 Session 6. “Chart of my Emotions”...............................................................................................................302 3. Traffic Lights.............................................................................................................................................303 Session 7. “Where are the Feelings Born?”...................................................................................................303 1. Exercising According to the Signal...........................................................................................................303 78

Session 8. “Steps for Making Decisions”......................................................................................................304 Session 9. “Ripples”.......................................................................................................................................306 Session 10. “The World I Would Like to Live in”........................................................................................307 Session 11. “Skills of Health and Healthy Lifestyle”....................................................................................308 Session 12. “Risk”.........................................................................................................................................309 Session 13. “How Can I Stand That”.............................................................................................................311 Session 14. “Mutual Relations”.....................................................................................................................312 Session 15. “Accept, Ignore, Reject”.............................................................................................................314 Session 16. “The New Ending”.....................................................................................................................315 Session 17. “What are Good Friends?”..........................................................................................................316 3. Circle of Trust............................................................................................................................................317 Session 18. “Let’s Build a House”.................................................................................................................318 Supplements to the social skills program.......................................................................................................320

INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING” The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. The purpose of this social program is to familiarize the children with the child and human rights and the duties supervening thereof. The sessions are meant to contribute to the achievement of the following goals: 1. Develop in children respect for human and the child rights and freedoms. 2. Help the children to understand the role of human and the child rights and their importance for the life of a human individual, the life of society and the life of the whole humanity. 3. Familiarize the children with the two principal documents – The Convention on the Rights of the Child and the Universal Declaration of Human Rights. 4. Develop in children a sense of responsibility and duty and help them to understand the interrelation existing between the rights and the duties and the inseparability of these. The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old). The program consists of three parts. The first part covers a theoretical examination of the child and human rights. It includes the overview of the child and human rights history, the description of the principal documents aimed at protecting the child and human rights and touches upon the aspects related to the protection of rights. The second part provides the underlying recommendations regarding the practical application of the program. Finally, the third part is devoted to the training sessions on the subject of the child and human rights. The program totally covers a cycle of 30 sessions – a cycle of 15 sessions intended for the junior group (children of 7 – 12 years old) and another cycle of 15 designed for the senior group (children of 13 – 17 years old).

I. THE CHILD AND HUMAN RIGHTS THEORETICAL BACKGROUND 1. HISTORY OF HUMAN RIGHTS Ancient history The history of human rights covers thousands of years and draws upon religious, cultural, philosophical and legal developments throughout recorded history, starting with the ancient times. The doctrines of all major religions in the world – Buddhism, Judaism, Christianity, Islam. Daoism and Confucianism – embody the idea which sounds as follows: “Do unto others as you would have them do unto you. ” One of the earliest indications referring to human rights is the prohibition to kill. The elements of human rights may be also traced in the Hellenistic political philosophy, the teaching of the Stoa, Judaism and the early Christianity. Examples: 

Hamurabi’s set of laws is the first written code of laws promulgated by Hamurabi − King of Babylon who lived around 2000 BC. The code aimed at “implementing within the Kingdom a right and fair ruling, exterminating evil and brutal people, preventing exploitation of the weak by the strong, (...) educating the State and contributing to the national welfare”.



The words which gave one Egyptian Pharaoh (around 2000 BC) to his inferiors and which have survived until the present day: “When from the Upper or Lower Nile there comes a solicitor, ensure that everything goes as prescribed by the laws, that the customs are observed and every individual’s rights are respected”.



The Charter of Cyrus referred to as the Cyrus Cylinder was created by the Persian King Cyrus who lived around 570 BC. This Charter acknowledged the right to freedom, safety, free movement as well as some social and economic rights.



The concept of “democracy” is of Greek origin, however, the notion of “democracy” in Ancient Greece differed from that prevailing in the contemporary world. Originally, democracy existed only for a certain circle of people. Certain laws corresponding to contemporary ones, for instance, isogory – the right to free speech or isonomy – equality under the law, already existed in the cities of Ancient Greece, however, only free citizens and residents of certain cities were entitled to exercise these rights. In Ancient Greece, only citizens were treated as humans and these could be women, children or persons of other nationalities.



The idea of “divine law” implying the supreme power of God taking precedence over the power of any mortal authority, too, dates back to the classic era. The idea was referred to, inter alia, by Plato and a classic example noted by all researchers of human rights may be found in the episode from the tragedy “Antigone” by Sophocles where Polynices’s sister

Antigone acts against the prohibition of Creon and buries her brother. In reply to the question why she has broken the law, Antigone responds saying that there is a divine law which is higher than any man-made laws. 

The idea of inherent (natural) rights acquired by every person upon birth is very explicitly expressed in the philosophy of the Greek and Latin Stoa. The stoics viewed the world as a uniform whole where all people were brothers. Their ideas about human equality irrespective of the colour, origin or social position of the individual have been taken to serve as the background for the contemporary conception of inherent rights.

The Middle Ages and the Modern Times If we take a close look at the historic development of human rights, we could be able to distinguish two directions in which the concept of human rights evolved. The first direction led to the expansion of the concept of “a human”. The other direction resulted in the codification of rights, i.e. the process of defining and formulating specific rights and freedoms and the patterns of their interaction as well as the process of incorporating these rights and freedoms into legal documents. The codes which existed in the Middle Ages actually included the sets of rights, however, these were intended “not just for everyone” but only for a defined group of people. For instance, a well-known code of Leon Kingdom (1188) incorporates a statement saying that squires are entitled to being fairly judged by court and to the protection of their honour and property. The year 1215, England: „Magna Carta Libertarum“ (the Great Law) or “The Great Charter of Freedoms” is the prototype of modern codes of rights. However, originally this charter was applied exclusively to squires. The Petition of Right of 1628 and the Bill of Rights of 1689 provide the documentary evidence that the process of codification continued to develop. In later ages, the concept of human freedoms was differentiated from the concept of social status of an individual and henceforth was recognized as the right inherent to all human beings and not as the privilege. An important role in this process was played by Spanish theologians and missionaries. In this context, one should not forget to mention the names of Francisko de Vitoria (1486 – 1546) and Bartolome de las Casas (1474 – 1566) who developed the doctrine on the necessity to recognize the rights of indigenous peoples living on the lands discovered and occupied by Spain. There should also be mentioned another outstanding Spanish jurist Vazquez de Monchoa who grounded the theory of inherent human rights (i.e., the rights inherent in human nature and stemming from the creation of the world) (ius naturalism). The Great Charter of Freedoms (1215) In 1215, the nobility and the clergy of England rallied against the abuse of power by King John I and forced him to agree to the Articles of a document, whereby the king was required to be bound by the law, today known as the Great Charter of Freedoms (Magna Charta). This document incorporated the constitutional methods of limiting

the power of the King. Although in practice this constitution was absolutely ignored by the King, it became the document frequently referred to by the subjects of the King for the purpose of protecting their own freedoms. The Great Charter of Freedoms provided a number of rights, including the right for free citizens to own or inherit property and be relieved from the burden of excessive taxes. In addition, this Charter defined the procedure for fair legal proceedings and embodied the principle of equality in the eyes of the law. Not abidance by the law led to the dethroning of King Jacob by his subjects in 1668. The Bill of Rights (1679) In 1679, the Parliament of England passed a document known as the Bill of Rights or the Habeas Corpus Act. This document defined the right of the arrested and accused to stand up before the court jury the second time for a repeated investigation of evidence. The germs of this right may be also traced in the Great Charter of Freedoms, though for many years it used to be ignored by the royal authority. In 1689, the Parliament adopted a law, whereby the King was not allowed to interfere with the Parliament proceeding. This document known as the Bill of Rights prohibited the King to suspend the enforcement of a law without the approval of the Parliament; furthermore, it defined the free election of the Parliament members and declared that the freedom of speech in Parliament could not be disputed either in court or elsewhere. Tracing the history of inherent rights The attempts of some European philosophers to conceptualize the idea of inherent (natural) rights date back to the 17th and 18th centuries. The core of the concept implies that human rights are the rights that one has simply because one is a human being and not by virtue of being a citizen of one or another state or a member of any religious or ethnic group. No state authority may infringe upon these rights; furthermore, the observance of and respect for human rights constitutes the prerequisite for human existence. The idea to the effect that these inherent human rights had to give rise to certain legal rights was becoming increasingly recognized and referred to by many states in drafting their constitutions. The term “human rights” (droits de l‘homme) was first mentioned in a French political document known as the Declaration of the Rights of Man and of the Citizen, 1789. Another important document − the United States Declaration of Independence − was adopted on 4 July, 1776. This declaration is based on the idea that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness . The same ideas are embodied in the Bill of Rights passed in the same year in the state of Virginia. At later stages, the ideas embedded in the Declaration of Independence were recognized by other US states, too, and incorporated in the Bill of Rights which amended in 1791 the US Constitution of 1787. The French Declaration of the Rights of Man and of the Citizen (1789)

The famous declarative document known as the Declaration of the Rights of Man and of the Citizen was brought on by the Great French revolution. This document outlined the fundamental principles of human rights – “liberty consists in being able to do anything that does not harm other people" and “anything that is not forbidden by law may not be prevented”. The key statements of the Declaration include the following: men are born and remain free and equal in rights (Article 1); no man can be accused, arrested or detained except in the cases determined by the law, and according to the methods that the law has stipulated (Articles 7 and 8); every man shall be presumed innocent until the person has been declared guilty (Article 9); everyone shall have the freedom of expressing and communicating individual thoughts and opinions, including the religious views; any citizen can therefore speak, write and publish freely (Articles 10 and 11); equality implies that the law is the expression of the collective wishes of the public and all citizens are equal in its eyes and that all citizens have the right to contribute to the forming of the law (Article 6) and equal rights to participate in the process of planning the administrative expenses of the state (Articles 13 and 14); property, being an inviolable and sacred right, no one may be deprived of it; unless public necessity, legally investigated, clearly requires it, and just and prior compensation has been paid (Article 17). The United States Declaration of Independence (1776), Constitution (1787) and Bill of Rights (1791) In 1776, the majority of colonies of Great Britain in North America which had adopted the United Nations Declaration of Independence declared their independence from the British Empire. The United Nations Declaration of Independence was largely based on Locke’s and Montesguieu’s theories of inherent human rights; it inspired the French Revolution and the uprisings against the dominance of Spain in South America. Later, there were introduced certain amendments to the Constitution of the United States of America; the authority of the Federal Government was centralized, however, with its powers limited to the extent necessary only with a view to ensuring the protection of personal freedom. Twenty amendments to the Constitution of the United States constitute the Bill of Rights of the United States. The Bill of Rights reflects the notion of the state power and its nature which best corresponds to the modern philosophy of human rights: free citizens elect their state authority and expect it to exercise its power for the purpose of protecting the welfare and serving the needs of the citizens. They accept of their own free will that the state may restrict their freedom insofar it is necessary for the purpose of public management. (Today, the basic principle of human rights which stems from the aforementioned notion of state power prevails in the following wording – the state authorities are only allowed to do what is permitted by law, whereas individuals are allowed everything that is not forbidden by law). The 19th century

The beginning of the 19th century marked the process on the harmonization of European legal systems with these (aforementioned) principles and the subsequent adoption of national constitutions, for instance, in Sweden, the Netherlands and other states. Further developments taking place in the 19 th century gave a gradual rise to the idea that the observance of these rights (as these rights at that time had not yet been formulated and understood as human rights but rather perceived as a specific form of protection against certain social groups and a means for protecting the minorities and safeguarding the principles of justice) was not just an internal affair of the state. Therefore, the 19 th century is often associated with the history of “humanitarian intervention”. The governments and the public finally realized the existence of certain problems related to human rights and recognized the necessity to address them on the international level. Primarily, these were the problems of slavery, bondage, inhuman working conditions and problems associated with the child labour. The first international treaties on the subject matter of human rights were made and came into force approximately in the same period. In England and France, slavery was outlawed around the beginning of the 19 th century and in 1814 the governments of Great Britain and France signed the Paris Treaty whereby the two states agreed to cooperate in preventing the trade in slaves. The Brussels Conference held in 1890 signed the act against slavery which was subsequently ratified by 18 states. The first two Geneva Conventions (adopted respectively in 1864 and 1929) outlined another area for international cooperation, i.e. they attempted to formalized the laws of war and to ameliorate the condition of the wounded and sick in armed forces in the field. 1827 – England, France and Russia attempted to protect the Greek nation and exerted pressure on Osman empire. 1860 – interference into the internal affair of Syria with the aim of protecting the Christian minority. 1878 – the Balkan war – an armed intervention aimed at protecting the non-Muslim minorities. The end of the 19th century and the turn of the 20th century is the period associated with numerous diplomatic actions undertaken with the aim of pressing Russia and forcing it to stop the persecution of Jews. The 19th century is also associated with the idea whereby citizens may demand that the state authority improve their conditions of life. Some European constitutions of the 19 th century not only embodied the ideas of classic human rights but also incorporated the articles whereby the state was imposed certain obligations in the area of employment, social care, health services and education. Social rights were guaranteed in the constitutions of Mexico (1917), Russian Federation (1918) and Germany (1919). In the 19th century, Europe became the witness of conflicts associated with the protection of the rights of minorities. These conflicts gave stimulus to “humanitarian interventions” and the introduction of the respective international guarantees, for instance, the 1878 Berlin Treaty validated the international recognition of the states (Serbia, Montenegro, Bulgaria and Romania) which broke free from Osman empire through the recognition of the rights of minorities (Muslim and Jews) in these states. The end of the 19th century marked another important event − the birth of the idea of “humanitarian law”.

However, recognition of human rights on the global scale was yet a long way off. A good example would be the establishment of League of Nations in 1919: though certain proposals on the inclusion into the basic document of the organization some minimum aspects of human rights were made, they were rejected, as at that time the issues of human rights were not considered as having relevance to the life of the state. The end of the 19th century was the time when the necessity to define international standards in the area of human rights was first realized. In this period, the governments of the developed states undertook the process of legitimating labour rights. Labour rights envisaged the increase of wages and hence the increase in the value of employed labour. There were also adopted the first conventions whereby the governments undertook the obligation to hold themselves accountable for the citizens before the international community. The 1906 Bern Convention on the prohibition of night labour for women became the first international instrument in the area of social rights. A great number of conventions in the area of labour rights were adopted on the initiative of the International Labour Organization established in 1919. Thus, social rights were incorporated in the international law much earlier that classic rights. The crimes against humanity witnessed during the World War II revealed the ineffectiveness of the traditional attitude whereby the way how the government treated its own citizens was assumed to be solely the internal affair of that state. The Charter of the United Nations (hereinafter the UN) adopted on 26 June, 1945 finally incorporated human rights into the international law as an inseparable part thereof. Acting in accordance with the provisions of the Charter, all member states of the UN organization committed themselves to contribute to joint effort aimed at the promotion and protection of human rights worldwide. Thus, on 10 December, 1948, the United Nations General Assembly adopted and proclaimed the Universal declaration of Human Rights â&#x20AC;&#x153;as a common standard of achievement for all peoples and all nationsâ&#x20AC;?. The adoption of the Universal declaration of Human Rights provided stimulus for a further development of the international standards in the area of human rights and for the establishment of the respective international control mechanisms. Under the guidance of the international organization of the United Nations, there have been adopted over 60 international treaties on the subject matter of human rights. An important role in promoting and safeguarding human rights in Europe, too, is played by the European Council and the Organization for Security and Cooperation in Europe. The European Court of Human Rights is one of the most important international institutions dealing with the issues of human rights. The Court acts in compliance with the provisions of the European Convention on Human Rights. This Convention was ratified by Lithuania on 27 April, 1995 and came into force on 20 June, 1995. Petitions filed with the European Court of Human Rights shall meet the requirements formulated in the Convention: the Court will accept petitions from any natural person, non-governmental organization or group of persons provided that the petitioner specifies which right set forth in the Convention has been violated; the Court will deal only with the claims which address the violations committed by the state that has signed and ratified the Convention and which relate to the facts occurred after the ratification; the Court will deal only with those claims which are filed with respect to the rights and freedoms guaranteed by the Convention and the subsequent protocols; the Court will accept a petition only after all the available possibilities to settle the legal dispute locally have been exhausted and only after there have elapsed six

months from the day upon which the final decision of the state institution (generally the court) was passed, i.e. after there have been exhausted all possibilities to appeal the decision on the level of the national state. 2. HUMAN RIGHTS. CONCEPTS AND NOTIONS Human rights may be defined as the rights to which we are entitled to by virtue of being born and without which we would not be able to live as human individuals. Human rights differ from other rights in two aspects. First, every person is entitled to human rights only because he/she is human. Human rights may neither be “granted” or “acquired”. The law establishes that human rights are inalienable and each of us is entitled to them. Second, the responsibility for monitoring and protecting human rights shall be vested in the government and the respective subordinate bodies of the government but not to other individuals. It means that the state should not only seek to avoid any violations of human rights but also protect the rights of one individual against any inappropriate actions committed by other individuals with respect to these rights. Human rights shall be safeguarded by law (in accordance with the principle on the precedence of law). Furthermore, any disputes associated with violations of human rights shall be settled by a competent, impartial and independent judicial body, the procedures whereof equally apply to both parties and the decisions whereof are adopted based on the provisions of laws. The concept of human rights rests on two fundamental values − human dignity and equality. Human rights may be understood as something that determines the basic norms which are necessary to ensure the dignity of human life. The universal nature of these rights stems from the conception that all people are equal. From these two fundamental values, i.e. dignity and equality, we may derive a number of other values which will help us to define more specifically how individuals and societies should interact in practice. These important values, inter alia, include the following: Freedom Respect for others Non-discriminating treatment Tolerance

Justice Responsibility

Human will makes an important part of human dignity. Forcing a person to act against his/her will degrades his/her human dignity. Lack of respect for others prevents the adequate evaluation of their individuality and respect for human dignity. Human equality means that we may not judge about a person based on his/her physical (or other) characteristics. Lack of tolerance means the absence of tolerance to differences; the fact that people are equal does not mean that they must be uniform – have the same views, opinion, appearance, etc. As all people are equal, they have an equal right to justice. Respect for the rights of others implies the accountability for your own actions.

What characterizes human rights? 1. Human rights are inalienable

Human rights may not be lost as they are endowed to

2. Human rights are inseparable as they are interdependent and interrelated

3. Human rights are universal

all individuals only because they are humans. In certain cases, however, the effect of these rights may be suspended or restricted. Different human rights are interrelated and may not be viewed separately. The realization of some rights depends on the realization of other rights and not a single right may be viewed as having priority over any other right. People all over the world are entitled to human rights.

2.1 Classification of human rights The idea of human rights originated driven by the necessity to protect the individual against the abuse of power by the state. That was exactly the reason why human rights were mostly focused on the state’s obligation to refrain from certain actions. Another theory explaining the origin of human rights states that the concept of rights encompasses everything that helps to create proper conditions for the existence of human dignity. In this respect, human rights are a guide to the state in its search for the tools helping to facilitate the development of human personality. The term “human rights” is associated with a very wide range of rights − from the right to life to the right freely to participate in the cultural life of the community. On the international level, there are generally distinguished the following groups of rights: civil, political, economic, social and cultural rights. The term “civil rights” refers to the rights laid down in the first 18 Articles of the Universal Declaration of Human Rights. This group of rights includes, inter alia, the rights which are associated with individual security (the right to life, liberty and security of person, freedom from torture and cruel treatment, freedom from arbitrary arrest, detention or exile, freedom from slavery, freedom from interference with the person’s privacy, the right to own property, the right to freedom of movement as well as the right to freedom of thought, conscience and religion). Another group of civil rights is related to legal processes and encompasses the human right to equality before the courts and tribunals, the right to a fair and public hearing by an independent and impartial tribunal, the right to be presumed innocent until proved guilty, etc. Political rights refer to the rights laid down in Articles 19 - 21 of the Universal Declaration of Human Rights: the right to freedom of opinion and expression, the right to freedom of peaceful assembly and association and the right to take part and be elected in periodic and genuine elections. Economic and social rights are listed in Articles 22 – 26 of the Universal Declaration of Human Rights and include the right to work, to free choice of employment, to just and favourable conditions of work, the right to equal pay for equal work, the right to reasonable limitation of working hours, the right to form and to join trade unions, the right to rest and leisure , the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity as well as the right to medical care, necessary medical services and education.

Cultural rights are the rights laid down in Articles 27 and 28 of the Universal Declaration of Human Rights: right freely to participate in the cultural life of the community, the right to share in scientific advancement and its benefits and the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which the individual is the author. According to another classification, human rights fall under two categories − the category of classic rights and the category of social rights. Classic rights include civil and political rights and generally restrict the powers of the state in respect of actions affecting the individual. In contrast, the category of social rights includes economic, social and cultural rights which require on the part of the state to create the necessary conditions for personal development and the individual’s right to work, education and medical care. Thus, we may conclude that classic rights require the state to refrain from certain actions (for instance, to refrain from practising torture), whereas social rights impose the obligation upon the state to take certain active actions (for instance, to create the necessary conditions for proper functioning of the education system). The disputes on the issue of classic and social rights frequently encounter a question on the priority of one category of rights over the other, i.e. whether the protection provided by social rights forms the basis for the protection ensured through classic rights or whether classic rights form the basis of social rights. During the period of “cold war”, the Western states insisted on the necessity to address the issue of classic rights in the first place, whereas the socialist states gave the priority to the protection ensured through social rights. When the confrontation between these two opposite camps ceased to exist, the attitude that all rights are universal, inseparable, interdependent and interrelated became dominating. The differences between classic and social rights are not universal. For instance, the classic right to a fair hearing by an independent and impartial tribunal requires on the part of the state not to interfere with the proceeding of judicial bodies, on the one hand, and to create the proper conditions for the effective functioning of these bodies, on the other hand. Another example could be the arrangement of elections requiring on the part of the state to incur a considerable amount of public expenses. Notwithstanding the fact that human rights aim at providing protection to every individual, some of these may be realized only when exercised collectively, together: the freedom of peaceful assembly and association, the freedom of religion or the right to form and to join trade unions. The collective dimension especially becomes apparent when dealing with the rights which imply an individual’s linkage to one or another group of people: for instance, the right of individuals who belong to some ethnic or national, religious or linguistic minority to share in cultural achievements of their own group. 3. HISTORY AND CONCEPTION OF THE CHILD RIGHTS The protection of the child, his/her rights and rightful interests is one of the most important tasks for the state and society. Over the last century, the attitude towards children, as the most vulnerable members of our society, has undergone notable changes. Considerable progress has been made in the area of protecting the rights of the child,

however, relevant protection and advocacy of the rights and rightful interests of the child still remains the major issue for the state. One of the most important international instruments which establishes the most consistent and comprehensive set of rules to regulate the rights of the child is the United Nations Convention on the Rights of the Child adopted by the United Nations General Assembly on 20 November, 1989. This Convention addresses special rights of the child and stresses the necessity to attend the children’s needs. It requires that all nations act in the best interests of the child and implement these rights. Furthermore, this declaration is seen as the first international instrument incorporating the full range of human rights −civil, cultural, economic, political and social rights. Moreover, the Convention on the Rights of the Child has given rise to a global revolution involving a radical change in the attitude towards the child and the way children should be treated. During the first year, the Convention was signed by over 90 states and today it has been formally ratified by 192 of 194 world states which have signed it. No other convention dealing with human rights has received such a global support. In Lithuania, it was ratified by the Seimas of the Republic of Lithuania on 3 July, 1995. The Convention generally defines a child as any person under the age of 18, unless an earlier age of majority is recognized by a country's law . States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status . The basic postulates of the Convention on the Rights of the Child: •

All rights apply to all children without exception.

•

Children have the right to stay with their family or any other persons who are able to take the best care of them.

•

Children are entitled to receive the adequate amount of nutritious food, pure water and health services.

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Children are entitled to be provided with accommodation and adequate standards of living.

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Children with disability are entitled to special care and training.

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Children are entitled to education and games.

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Children shall be allowed to speak their native language and practice their religion and culture.

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Children have the right to be safe and shall not feel being alienated, exploited, harmed or hurt.

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Children may not be used as cheap labour or army force.

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Children who have experienced cruel treatment, exploitation or injustice are entitled to rehabilitation.

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Children living in the areas of armed conflicts shall be given special attention.

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Children have the right to express their own opinion.

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Children are entitled to receive information, provided that this information has no detrimental effect on them or other persons.

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Governments shall take the appropriate measures to ensure that children receive proper care and protection from being abused, exploited and neglected.

The Convention incorporates the following four underlying principles as distinguished by the United Nations Committee on the Rights of the Child: Non-discrimination. It is necessary to give public utterance to cases of discrimination and make proposals on their elimination. The rights of every socially disadvantaged or “invisible” child must be recognized and realized. As the principle of non-discrimination applies to all children under certain jurisdiction, it is necessary to ensure that it is observed in federal states with autonomous regions. Bests interests of the child. It is necessary to determine whether the authorities of all levels and the respective public and private institutions take account of the best interests of the child and make it their primary concern in making decisions. It is necessary to promote this principle, in the way it is defined in the Convention, and, whenever possible, refer to the opinion of children. Right to life, survival and development. It is necessary to deliberate how the state could best ensure to each child the right to live and develop in line with his/her evolving capacities. This goal is related to the holistic attitude which requires that the formation of children’s policy should be promoted and facilitated. To this end, certain actions of representation or even the assessment of experiments associated with the adoption of this new attitude towards the services provided to children might be required, too. Respect for the views of the child. The respect for the views of the child and the child’s perspectives must be promoted on the level of the government and the whole society. Children, too, shall be encouraged to be active in representing their own interests and forming their own organizations. 3.1 The basic provisions of the Convention on the Rights of the Child The Convention is grounded on the philosophical notion which implies that all children are equal. Being humans, children have the same inherent rights as adult persons. One of the underlying principles is that children shall have the possibility to exercise their rights without any discrimination. The State’s obligation to ensure equal rights and opportunities for all children is embodied in Article 2 on the prohibition of discrimination and it means that all children have equal rights – girls or boys; children of refugees, local people or minority groups; or children with disability. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members. States Parties undertake to ensure the child such protection and care as is necessary for his or her well-being, taking into account the rights and duties of his or her parents, legal guardians, or other individuals legally responsible for him or her, and, to this end, shall take all appropriate legislative and administrative measures. All actions concerning the child shall take full account of his or her best interests in the first place . The interests of parents, society and the state shall not be considered as having priority over the interests of the child. In interpreting this principle, the Committee on the Rights of the Child emphasized the importance of decision-making procedures whereby the individual interests of children are taken into account. The Committee advised that prior to making any decision which may affect children, the governments shall first attempt to assess the potential impact of the decision upon children.

States Parties shall respect the right of the child to freedom of thought, conscience and religion. Freedom to manifest one's religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. One of the most underlying provisions of the Convention is the right of the child to live and develop. This principle which directly relates to the economic and social rights of the child is formulated in Article 6. It implies that not only the child’s life must be protected but also the child’s right to survival and healthy development. The term “survival” includes, inter alia, the necessity for preventive action. The term “development” in this particular context acquires the qualitative dimension. This term relates to each child and should be interpreted in a wider context bearing in mind the child’s physical and mental health as well as his/her spiritual, moral, cultural and social development. The child shall be registered immediately after birth and shall have the right from birth to a name, the right to acquire a nationality and, as far as possible, the right to know and be cared for by his or her parents. States Parties shall ensure that a child shall not be separated from his or her parents against their will, except when competent authorities subject to judicial review determine, in accordance with applicable law and procedures, that such separation is necessary for the best interests of the child. Such determination may be necessary in a particular case such as one involving abuse or neglect of the child by the parents, or one where the parents are living separately and a decision must be made as to the child's place of residence . States Parties shall respect the right of the child who is separated from one or both parents to maintain personal relations and direct contact with both parents on a regular basis, except if it is contrary to the child's best interests. Where such separation results from any action initiated by a State Party, such as the detention, imprisonment, exile, deportation or death (including death arising from any cause while the person is in the custody of the State) of one or both parents or of the child, that State Party shall, upon request, provide the parents, the child or, if appropriate, another member of the family with the essential information concerning the whereabouts of the absent member(s) of the family unless the provision of the information would be detrimental to the well-being of the child. States Parties shall further ensure that the submission of such a request shall of itself entail no adverse consequences for the person(s) concerned. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child. The child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law.

The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice. States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child. II. THE PROCESS OF TRAINING CHILDREN ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS PRACTICAL PART 1. OBJECTIVES, SKILLS AND KNOWLEDGE OF TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS Training of children on the subject of the child and human rights pursues the following goals: 

Develop in children respect for human and the child rights and fundamental freedoms;

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Enhance in children a sense of self-respect as well as respect for others and the value of human dignity in general;

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Cultivate in children respect for and understanding of different cultures, in particular, the cultures of national, ethnic, religious, linguistic and other minorities;

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Raise active citizens of the country;

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Facilitate further development of democracy and social justice.

It is important that children should know and understand the following: 

The fundamental concepts: freedom, justice, equality, human dignity, non-discrimination, democracy, universality, rights, responsibility, dependence and solidarity.

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The idea that human and the child rights are the basis for developing and adjusting the standard patterns of conduct within the family, school community, society and global community at large.

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The role of human and the child rights, their significance to every individual’s life today and in the past as well as to the life of society and global community at large.

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The principal documents recognized internationally and aimed at the protection of human rights (e.g., the Universal Declaration of Human Rights adopted by the United Nations, the United Nations Convention on the Rights of the Child, the European Convention for the Protection of Human Rights and Fundamental Freedoms).

The aim of this training program is to develop in children the following skills that would help them to understand, protect and exercise human and the child rights:

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Active listening and communication: ability to hear different views and to protect his/her individual rights and the rights of others.

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Critical thinking: ability to find important information, critically evaluate the available evidence, be aware of and understand any existing stereotypes and prejudiced attitudes, recognize different forms of manipulation and make decisions based on reasoned motives.

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The skills of cooperation and positive handling of conflicts.

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Involvement in the activities of social groups and organizations representing the interests of children.

Human relations and moral values: 

A sense of responsibility for your own actions, pursue of personal development and social changes.

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Thirst for knowledge, open mindedness and appreciation of diversity and its value.

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Empathy and solidarity with others, readiness to support those whose rights are endangered.

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Awareness of human dignity and personal significance of each and all individuals, irrespective of any social, cultural, linguistic or religious differences.

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A sense of justice and striving to work for the purpose of achieving the ideals of freedom, equality and diversity. 2. WORK WITH CHILDREN UNDER THE SOCIAL PROGRAM

Each session planned under the social program is described by its structure which consists of the following 3 parts: 1. Introductory game/task; 2. The major task; 3. The closing game/task. Each session is opened by introducing to the children the purpose and the goals of the session and by providing them with the general list of tools to be used during the session. In addition, the participants are provided with specific lists of tools handed out to them before starting each part of the session. Furthermore, for each session part there are also specified certain time-limits to be complied with in completing the tasks the children will be performing during it. Of course, these time-limits may be subject to adjustments with a view to each particular situation. The instructor is also free to replace the introductory and closing games by other games or tasks he thinks being more suitable to or favoured by the participants. The majority of the games plaid during the sessions which are intended for the junior group are equally suitable for the senior group, too. The same applies to the games plaid with the senior group. Games are generally plaid for the purpose of relaxation, recovery of energy, a break of positive emotions and hence the recovery of active

involvement in the session after the break, therefore, they are good for children of any age group. However, some games may appear to be too difficult (e.g., “The chocolate river”, etc.) and incomprehensible for the kids of junior age, therefore, in selecting one or another game, the instructor must take these age-related aspects into account and ask himself whether the kids will really afford understanding the idea of the game and find it interesting and attractive. So that the children could better assimilate new knowledge and information and have a better understanding of the significance implied in the child and human rights, the sessions may incorporate some events to be arranged together with the children in commemoration of some important dates related to the child and human rights. Some of such dates are specified in supplements to the social program (Supplement 1. The major dates related to the child and human rights). The descriptions of some sessions may contain the following labels:

The first label reminds the instructor to distribute to the children upon the completion of each session their personal books/folders they will have to make during the first session (such books/folders are described in greater detail under task 3 “Who am I and what are my rights?” intended for the junior group and under task 3 with the same heading intended for the senior group; in both cases this task is performed during the first session). This book/folder may be used by the children for making drawings, noting their thoughts and emotions associated with the session and for recording new knowledge they have acquired during the session. The second label means that the instructor must get prepared for the session in advance. Some games or tasks require that the instructor should draft the respective material, prepare the room, etc. in advance.

DESCRIPTION OF SESSIONS 3.1 Sessions intended for the junior group (children of 7 – 12 years old) Session 1. “What do I know about the child and human rights?” Purpose: determine the children’s level of knowledge about the child and human rights. Goals: 1. Go through the general list of fundamental rights (including the child and human rights). 2. Discuss the meaning of concepts “a human”, “human rights” and “the child rights”. Tools: any small item (e.g., a plush toy or a small box, doll, etc.), large sheets of paper or a writing board, felt-tip pens, pencils, blank sheets of white paper (A4 size), sheets of colour paper, various old newspapers or magazines with illustrations, scissors, glue and a small ball. Session plan: 1. “What does it mean to be a child? What does it mean to be a human?” Duration: 20 – 30 minutes Tools: any small item (e.g., a plush toy or a small box, doll, etc.), large sheets of paper or a writing board, writing utensils. a) Before the session, the instructor writes down on the writing board or on 4 large sheets of paper the headings – “a child”, “a human”, the child rights”, “human rights” (each heading should be entered on a separate sheet). The sheets are hanged on the wall so that everyone could see what is written there. b) During the session, the instructor takes some item (e.g., a dustbin turned upside down or a doll, plush toy, etc.) and places it in front of the group. He tells the children to imagine that this is a guest from outer space who has come to find out about the creatures calling themselves “humans”. The following points shall be discussed with the children: •

What doe it mean to be “a human””? The discussion is conducted by applying the method of “brainstorming”, i.e. the children pour forth all thoughts and associations arising in them when speaking about an adult. The instructor shall record the children’s thoughts on the writing board or the respective sheet of paper.

•

What does it mean to be “a child”?

After the brainstorming, the children are asked to provide their opinion on the following: •

What is the difference between an adult person and a child?

•

Are there any similarities between an adult person and a child? What are these?

If the children fail to point out any differences or similarities, the instructor shall summarize the discussion by noting that both children and adult persons are entitled to certain rights by virtue of being human beings. These rights are protected by laws and certain documents, for instance, the United Nations Universal Declaration of Human Rights, the United Nations Convention on the Rights of the Child, the European Convention for the Protection of Human Rights and Fundamental Freedoms. Then the instructor moves over to the discussion of the following issues: •

What meaning is implied in the concept of “a right”?

•

What meaning is implied in the concepts of “human rights” and “the child rights”?

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Do the children know anything about the child and human rights and can they name any of these rights?

•

Are all people equally entitled to exercise their rights? Is their anything or anyone who could prevent them from exercising their rights? Specify what it could be.

If the children are able to name some of the child and human rights, the instructor puts them down on the witting board or the sheet of paper. Later, the instructor summarizes all the ideas the children have presented. It is very important to emphasize that these rights apply to every person without any exception, irrespective of his/her appearance, the language he/she speaks or the place of the world where he/she lives. 2. “A message to aliens“ Duration: 50 – 60 minutes Tools: scissors, glue, large sheets of paper (one sheet for each group), white and colour paper, felt-tip pens, pencils, old newspapers and magazines with illustrations. a) The instructor thanks the children for presenting their ideas and says that the guest from outer space now knows what means a child or an adult person. However, time has come for the guest to leave. When the alien returns home, he would like to tell his friends about who is a human and what is a human life. Therefore, the children are given the task to pick the items they would like to give to the aliens as a present. It could be, for instance, a piece of music, a figure of a human being, a book, etc. − anything the children think would help the aliens to understand what human life is and what constitutes it. b) The instructor splits the children into smaller groups with 3 – 4 kids in each group. The groups are provided with all the required tools – large size sheets of paper, sheets of white and colour paper, scissors, felt-tip pens, pencils, glue as well as newspapers and magazines. The children are asked to imagine that a large sheet of paper is “the ark” where they have to put all items they need to have in their daily life. It could be food, clothes, books, etc. – anything they think being indispensable or could help the aliens have a better understanding of the planet Earth and life of a human being living on that planet. Note that the kids shall also think of human rights they have discussed at the beginning of the session and ask them to select the rights, which they believe to be most important, and put them into “the ark”.

The children are allowed to make use of the illustrations contained in the newspapers and magazines; alternatively, they may be asked to draw different items or clip them out from paper. The children are given 30 – 40 minutes to complete the task. c) When the groups are through with the task, each of them is asked to present its respective “ark” and describe in brief its content − what items and elements of human life the children have put inside the ark and why the children think these items and elements are important. Then the instructor discusses with the children the following: •

Was it difficult to select the elements and items having the greatest importance to human life? Why?

•

Have the children understood what a human being is? What is a human life?

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Was the task to think about how to explain to the aliens about the Earth and human beings in the most comprehensive and explicit way interesting to them? Why?

3. “Who am I, what are my rights?” Duration: 20 minutes Tools: sheets of white and colour paper, writing and drawing utensils, glue and scissors. a) The kids are proposed to design their personal books and are advised to start from drawing their selfportrait on the cover of the book. Then the book will be gradually filled with their own drawings, stories and verses. The best thing would be to present the children with special binders where they could keep their sheets of paper and other items. Alternatively, the children may be asked to make such books themselves. In such case, the instructor shall remind the children that these books must contain more pages – about 15 – 20.

the end of the first session, the children may enter on the fist page of the book the child

and

human rights they have recalled themselves, the rights which have been named by their

friends and also record any new things they have learnt about a human, a child and human life. The children may be also asked, if they want, to write down or record in the form of drawings their own thoughts or feelings associated with the session.

Session 2. “What protects me”? Purpose: help the children to understand the importance of rights and the place they take in human life. Goals: 1. Introduce to the children the fundamental rights of the child. 2. Educate the children to be active citizens, minding and being aware of their rights and duties. Tools: A predigested text of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child).

Session plan: 1. “Eyes closed – eyes opened“ Duration: 35 – 45 minutes a) The children number off by twos and each of them makes a pair with his/her neighbour on the right. The first ones embrace the second ones on their waist with their right hand and the partners join their left hands. When the pairs are formed in the above described way, the second ones close their eyes. Then the pairs start moving around the room with the guides leading their charges, i.e. the ones who keep their eyes closed. At first, the game may seem somewhat absurd but after a couple of minutes, when the emotions calm down, the children are explained that if the guides want to show something to their charges, they can press their right hand which they keep in their own one. The charges know that when the leading partner squeezes their hand, they may open their eyes; when the hand is released, they must close their eyes again. There may be also assigned more complicated tasks: the guides may try to have their charges sit down or lie down (if the available conditions allow). The children are given 5 minutes to perform this task. Afterwards the instructor tells the children to exchange their charges. It is important that at the moment of exchanging the partners, the guides should refrain from talking or laughing. After another 3 – 4 minutes, the children swap their roles – the former guides become the charges and the former charges take up the role of the guides. The new guides repeat the same actions. The commands (i.e., exchanging the charges, having the charge sit down, etc.) must be given by the instructor, otherwise the whole session may come to nothing (10 – 15 minutes). b) After the game, the children are brought together again. The instructor asks them about how they felt being in the role of the guides, how they felt being guided, which role they liked more and why. Did they feel any fear being guided with their eyes closed by other person? Why? c) The conversation may be followed by another game of a similar kind. The instructor asks the children to stand up forming a tandem of three. The second child in the tandem shall embraced the first one on the waist and the third one − respectively the second one. The first and the third ones are told to close their eyes. The second one standing in between the other two stays with his/her eyes open and performs the role of a steersman. Then the instructor tells the tandem to have a light run around the room. After each group member has tried all the three roles in the tandem, the game is finished. d) After the game, the participants share their impressions about how they felt being at the beginning, in the middle and at the end of the tandem. In which position did they feel the safest? When did they feel safe - with their eyes opened or closed? Afterwards the instructor should tell the kids that in real life, people, though being able to walk, work, communicate, etc., often feel the same way the children felt during the game, when they had to keep their eyes closed. It happens because some people are not aware of their own rights and do not know how to behave and protect themselves, whereas those who take interest in their rights and respect the rights of others are able to “steer” and direct their lives in the right direction. (10 minutes). 2. “My rights” Duration: 45 – 50 minutes

Tools: The predigested text of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child). a) The instructor distributes among the children the predigested text of the Convention on the Rights of the Child (this particular version is recommended for the work with the junior group because the original text of the Convention contains sentences and legal concepts the children of that age group may find too difficult to comprehend). b) The instructor asks one of the children to read out loud the first right and the children are invited to share their opinion on the following: •

What is allowed and prohibited under this particular right?

•

Do the children think they can exercise this right in real life? Is there anything that could prevent them from exercising their right? What is it?

•

Do they know any kids with respect to whom this right is violated? In which way is this right violated?

Then the participants discuss in the same way the second right, the third one and so on. c) After the children have gone through the entire list of the rights, the instructor encourages them to ask questions if they have any. It is important that the children should have a proper understanding of the rights. If the children have any questions, the instructor shall answer them in a clear and comprehensive way. 3. “Enactment of the right” Duration: 20 – 30 minutes a) So that the children could develop a deeper awareness of the rights, the instructor splits them into smaller groups with 3 – 4 kids in each group and asks each group to pick any right from the list which they would like to enact. The kids are given 15 minutes to rehearse the performance which shall last 2-3 minutes. The children may choose to perform a situation which would reflect the right itself or enact a situation with the violation of the right they have picked. For better convenience, should the existing conditions allow, the kids may leave the room and go to another room or play their role in the lobby. b) After the rehearsal, all groups are asked to come together and form a ring. While the first group is performing, other groups try to guess the exact right which the first group has chosen to enact. Then every next group is invited one by one to perform its respective situation and the remaining children are asked to guess the exact right. c) Afterwards follows the discussion on why the groups have selected to enact namely these rights, whether these rights, in the opinion of the children, are violated most often and why it happens. After the discussion, the instructor hands out to the children their respective personal books they have made themselves during the first session and asks them to enter in their books the rights they have memorised the best. If the kids want, they may also record their own thoughts and impressions associated with the session.

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Session 3. “What protects an adult person?” Purpose: introduce to the children the fundamental human rights. Goals: 1. Introduce to the children the Universal Declaration of Human Rights. 2. Help the children to understand the importance of human rights, develop in children respect for people and their rights. Tools: music, a large piece of cloth, a predigested text of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights). Session plan:

1. “A raft” Duration: 10 – 15 minutes Tools: music, a large piece of cloth. a) The piece of cloth is spread in the middle of the room. It is supposed to be “the raft” . All players keep walking around it − supposedly swimming in the water around “the raft”. When the instructor silences the music, all players have to try to get on “the raft”. When the music starts playing again, the players are allowed to get carefully off the raft. While the music is on, the instructor turns back part of the cloth – supposedly there is less room left on “the raft”. The instructor keeps repeating the same for as long as there is left enough space for all players to get packed on “the raft”. The instructor may also silence the music when he wants to warn the players of the approaching sharks. Then the players know that it is dangerous to stay in the water. When the sharks swim away, the players get off “the raft” and the instructor turns back another part of the cloth meaning that water has washed off another couple of logs. 2.”Human rights” Duration: 50 – 60 minutes Tools: the predigested text of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights). a) The instructor prompts the children to recall the things discussed during the last session. What document did they discuss together? What does this document describe? What rights have the children memorized the best? Then the instructor notes that adult persons, too, have their own document which protects their respective rights. b) The instructor hands out to the children the predigested text of the Universal Declaration of Human Rights and tells a few words about the document. c) The instructor asks one of the children to read out loud the first right. Then the instructor asks the children the following questions: •

What is prohibited and allowed under this right?

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•

Do they think that all adult people are equally entitled to exercise this right in real life? Is there anything or anyone who could prevent them from doing it?

•

Do they know any persons with respect to whom this right is being violated? In which way is this right violated?

d) Having gone through the entire list of rights, the session participants discuss the following: •

Does the Universal Declaration of Human Rights incorporate similar rights as the Declaration of the Rights of the Child? What rights are similar?

•

Are there any rights which are very different? What rights differ?

•

Why?

e) When the children are through with the discussion of all rights, the instructor should encourage them to ask questions, if they have any. It is important that the children should have a proper understanding of the rights. If the children have any questions, the instructor shall try to answer them in a clear and comprehensive way. 3. “Enactment of rights” Duration: 25 – 30 minutes a) So that the children could develop a deeper awareness of the rights they have discussed, the instructor splits them into small groups with 3 – 4 kids in each group and asks each group to pick any right from the list which they would like to enact. The kids are given 15-20 minutes to rehearse the performance which shall last 2-3 minutes. The children may choose to perform a situation which would reflect the right itself or a situation with the violation of the rights they have picked. For better convenience, should the existing conditions allow, the kids may leave the room and go to another room or play their role in the lobby. b) After the rehearsal, all groups are asked to come together and form a ring. While the first group is performing, other groups try to guess the exact right which the first group has chosen to enact. Then every next group is invited one by one to perform its respective situation and the rest try to guess the exact right. c) Afterwards follows the discussion on why the groups have selected to enact namely these rights, whether these rights, in the opinion of the children, are violated most often and why it happens. 3. “Birds have feathers” Duration: 10 – 15 minutes a) The game may be led by any player or the instructor himself. The game leader and the rest players keep waving their hands as if they were the birds. The instructor names animals or items which have or do not have feathers, for instance, he says : “Sparrows have feathers, elephants have feathers,….”. Upon hearing the name of any animal or item which does not have any feathers, the players have to stop waving their hands. The instructor, whose task is to mislead the players, keeps waving his hands all the time and tries to speak very quickly while naming the items. Those who make a mistake (stop waving their hands with a delay or start doing that) fall out of the game.

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After the discussion, the instructor hands out to the children their respective personal books they have made themselves during the first session and asks them to enter in their books the rights they have memorised the best. If the kids want, they may write down or record in the form of drawings their own thoughts and impressions associated with the session.

Session 4. “Needs, rights and duties” Purpose: help the children to comprehend the interrelation existing between the rights and the duties. Goals: 1. Familiarize the children with the duties implied under each right. 2. Develop in children a sense of responsibility. Tools: blank sheets of white paper (A4 size), pencils, felt-tip pens, large sheets of paper, writing utensils, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), the predigested version of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights), a small ball, 10 cards with situations reflecting the rights of the child. Advance preparatory arrangements: for this particular session, the instructor shall prepare in advance ten pictures with illustrations reflecting different rights of the child – the right to education, the right to have a name, family, etc. It is quite easy to make these pictures – just clip them out from any magazine, newspaper or other publication and paste on a thick sheet of paper or cardboard. Session plan: 1. “What right do I see?” Duration: 30 – 40 minutes Tools: 10 cards with illustrations reflecting the rights of the child a) The instructor has 10 cards with illustrations depicting different rights of the child. Since the session is intended for the kids of junior age, it may happen that the children will not be able to remember all the rights learnt during the previous session. Therefore, the instructor may first ask the children to form a ring and go together with them through the entire list of rights – the instructor shows a card and the kids together try to name the right reflected on that particular card. b) Then the instructor tosses the cards, draws them one by one and shows to the children. The children are asked to have a look at the card and guess the exact right depicted on it. The one who makes the right guess is given a score and the card is put down next to that child so that everybody could see who is winning. The game is played until the children will have guessed all rights. The one who succeeds in collecting the highest number of cards is announced the winner of the game.

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c) After the game, the instructor notes that each right carries a respective duty and responsibility. We are only able to exercise our rights if we value them, respect the rights of other people and fulfil our duties. Having collected all the cards, the instructor tosses them again, shows them one by one to the children and asks them to name the exact right depicted on each card. Then the instructor encourages the children to think together about the respective duty associated with that particular right. The children together with the instructor search for the answers and name the respective duties carried by each of the rights depicted on the 10 cards. 2. “Needs, rights and duties” Duration: 50 – 60 minutes Tools: blank sheets of white paper (A4 size), pencils, felt-tip pens, large sheets of paper, writing utensils, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), the predigested version of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights). a) It is very important to ensure that the children are aware of the fact that each right is associated with certain duty and responsibility. The instructor hands out to the participants the sheets of paper, pencils and felt-tip pens and asks them to remember the way they used to be in early childhood, how they were growing and what persons have they become today. Then the instructor asks the children to draw their path of life from the babyhood up till the present time and mark the most important changes they have gone through. The kids shall be given about 15 – 20 minutes for the completion of this task. b) Having finished the task, the children are asked to show their drawings and the volunteers are invited to comment in brief about the major changes they have experienced in the life. The instructor shall note that when children become older, their duties and responsibility change in line with their evolved capacities. Therefore, it is necessary to discuss with the children the concepts of “a need”, “a right”, “a duty” and “responsibility” and the meaning they imply. Then the instructor encourages the children to think about the needs, rights, duties and responsibility they had in their early childhood and now when they have become older. c) The instructor splits the participants into three groups. The first group is given the name “Needs”, the second one is named “Rights” and the third one – “Duties and responsibility”. Each group is provided with a large sheet of paper, pens and drawing utensils. The instructor asks each group to draw up a list of respective needs, rights or duties and responsibility (depending on the name given to the group) associated with a baby, a child of their own age and an adult person. Thus, the first group will have to think about the respective needs of a baby, a child of their own age and an adult person, the second group will have to list the respective rights and the third one will be given the task to draw up the list of the respective duties and responsibility. The task may be facilitated if the children are provided with the texts of the basic documents, i.e. the Convention of the Rights of the Child and the Universal Declaration of Human Rights. The children are also encouraged to set out their presentations with various elements of decoration. d) Having finished the task, the groups make their respective presentations (2 – 3 minutes for each presentation). Later this material may be hanged on the wall so that everybody could see its content. After the groups are through with their presentations, the instructor invites them to have a close look at the material once again and think about the following:

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•

Do the needs, rights, responsibility and duties change a lot when a child gets older? How do these changes occur?

•

Can the children point any things they have mentioned in their presentations which are constant and never change? What are these things?

•

Was the task difficult for the children? Why?

•

What was most difficult – to specify the right, the duty and responsibility or the need? Why?

3. “Repeat the right”. Duration: 15 – 20 minutes Tools: a small ball. So that the kids could better memorize the rights and duties discussed during the session, the instructor may offer them to play a couple of simple fun games. a) The players are asked to form a ring. The first player (or the instructor) names any right and throws a ball at other player who shall repeat upon catching the ball the right named by the first player, then name his own right and through the ball at another player. After a couple of minutes, the game may be slightly modified – this time the kids are asked to name the duties instead of the rights. Having handed out to the children their personal books, the instructor asks them to write down or record in the form of drawings the duties they have memorized the best. The children shall be also encouraged to note in their personal books their own thoughts and impressions associated with the session.

Session 5. “What needs does a child have”? Purpose: make the children understand the concepts of “a need” and “a duty”. Goals: 1. Develop in children the understanding that the rights not only imply the possibility to do whatever you want to do but they also carry the respective duties and responsibility. 2. Teach the children to respect other persons and their rights. Tools: large sheets of paper (their size shall correspond to a full-length size of a child), felt-tip pens, pencils, sheets of white and colour paper, scissors, glue, old newspapers and magazines and the Convention on the Rights of the Child (the predigested version) (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child). Session plan: 1. “Wishes and needs” Duration: 30 – 40 minutes Tools: sheets of white and colour paper, felt-tip pens, pencils, glue and scissors.

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a) The instructor splits the children into several groups with 3 – 4 kids in each group and hands out to them the necessary tools (paper sheets, scissors, glue, newspapers and magazines, pencils and felt-tip pens). Then the kids are asked to make 10 cards depicting the things which children need most in order to be happy. The cards may be either clipped out from the illustrations contained in old newspapers or magazines or just drawn by the children themselves. When the kids are through with this task, they are asked to present their cards and describe in short what is depicted there. b) Afterwards the instructor explains to the children that the state is not able to take care of all the needs they have depicted in their pictures, therefore, each group is told to select only seven cards of the ten. Later, the instructor asks to put aside another three cards. Each group is invited to present short comments on the cards which the children have decided to keep and the ones which have been put aside. c) The instructor discusses with the children the following points: •

What cards and what things depicted therein were put aside in the first place? Why?

•

Does it ever happen in real life that you must give up some things you really want to have or do very much? Why?

•

What is the difference between “the needs” and “the wishes”?

In summarizing the session, the instructor explains that things which children need in order to be happy, healthy and be able to grow into responsible citizens constitute the basis of the child rights. Though these things do not always correspond to children’s wishes, they still protect them from dangers and facilitate their growth and development. 2. “What does a child need”? Duration: 50 – 60 minutes Tools: large sheets of white paper, felt-tip pens, pencils, glue, scissors, sheets of white and colour paper, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child). a.) The participants are again split into small groups and the instructor hands out to each group the large sheets of paper, felt-tip pens, pencils, glue, scissors and the predigested version of the Convention on the Rights of the Child. One child lies down on the large sheet of paper and the rest of the kids delineate his/her silhouette. Hence produced image of a child is then given a name to be proposed by the group. Afterwards the kids are also asked to assign to the child they have drawn different features they believe should be possessed by every child. The features should be associated with the drawn child’s character and the state of his/her health. Furthermore, the children are asked to imagine the setting, i.e. the place where the child lives, the food the child eats and also whether the child studies at school, etc. The imaginary features then are written down just on the image of the child they have drawn. b) When the children are through with this task, the instructor prompts them to take the text of the Convention on the Rights of the Child, look through its articles and specify next to each feature they have recorded the exact article which has relevance for the formation in the child of that particular feature (e.g., for the purpose of ensuring the child’s health, there must be realized his/her right to medical services; so that the child could be a good learner, there must be realized the child’s right to education, etc.). Later, each group is asked to present its work.

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The instructor discusses with the children the following issues: •

What things does the child need in order to grow healthy and strong?

•

Can the rights influence the process of child growth and development? How?

It is important to stress that there exists a difference between our wishes and our true needs. The fact that while being entitled to certain rights the child at the same time holds certain duties, is also very important. That means, for instance, that if the child wants to be a good learner, first, his/her right to education must be ensured and second, the child himself/herself must be aware of his/her duty to attend the school, do homework and fulfil all tasks assigned by the teacher. Ask the children to provide some more examples of the similar kind. 3. “A washing machine” Duration: 10 minutes a) The instructor discusses together with the children the rights which have a particular relevance to the child’s healthy and happy development. b) The instructor may finalize the session by saying that the supporting attitude of others is very important to every child and person and his/her happy life − every child and person needs to be appreciate for his/her good features and be encouraged by the words of praise. Thus, the instructor offers the children to play a game called “A washing machine”. The participants are asked to form two rows standing one in front of the other. One of the kids has to pass through the aisle formed between the two rows. While the child is making his/her way, each child standing in the rows taps

the

child on the shoulder in a friendly manner, tells something good about that child and says

him/her some kind and encouraging words. Having made his/her passage, the child resumes the original position and another child “is washed “ again in the same way. ! If the group is large, the process of “washing” everybody may extend for too long.

Therefore, there should be selected 2 – 3 kids who would be “washed” and others could try the same role during other sessions. The children may be asked to enter in their personal books the things they believe they need to be able to grow up healthy and strong. The children may also record in their books some new things they have learnt during the session or their own other ideas and feelings associated with the session activities.

Session 6. “Me and others” Purpose: develop in children respect for diversity and tolerance to differences. Goals: 1. Make the children understand that all persons have equal rights. 2. Develop in children tolerance to differences.

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Tools: paper strips with the inscriptions of incomplete sentences (Supplement 4. Samples of “What kind of person am I?” sentences), a large sheet of paper (of a size corresponding to a full-length size of a child), felt-tip pens, pencils, sheets of paper (white, colour), scissors, glue, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), the predigested version of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights). Session plan: 1. “What kind of person am I?“ Duration: 15 – 20 minutes Tools: paper strips (Supplement 4. Samples of “What kind of person am I?” sentences). a) The kids are asked to sit down forming a ring. The instructor puts the strips with incomplete sentences (Supplement 4. Samples of “What kind of person am I?” sentences) in the middle of the ring and encourages one child to take any of the strips with an incomplete sentence and try to finish the sentence. The next child is invited to do the same and so on until the whole ring is closed. Then the children are asked the following: •

Would their answer to each question be the same as the person’s who has picked it out?

•

Why is each person’s answer different?

•

Can we say that one answer is better that the other?

b) The instructor tells the children that both the Convention on the Rights of the Child and the Universal Declaration of Human Rights state that all people are equal though they may have a different appearance, be of a different colour, speak a different language, have different beliefs, etc., i.e. every person has the same right to respect, life and is equally entitled to other rights even though the person has a different appearance, may look funny or ridiculous or does not wear nice clothes, etc. The instructor encourages the children to have a look around and look at each other – do they notice any differences between themselves and their friends? Do they differ from their friends by the clothes they wear or the colour of their hair or eyes, etc.? There are a lot of differences, but every child participates in the session together with others and is free to express his/her own opinion, as it is his/her right. This right is universal, i.e. every person has it, therefore, we must respect the rights of other persons next to us. Furthermore, the respect for the rights of other people is our duty. 2. “My silhouette” Duration: 30 – 40 minutes Tools: large sheets of white paper, felt-tip pens, pencils, glue, scissors, sheets of white and colour paper, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child) and the predigested version of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights). a) So that the children could realize that all people are different and this makes the world an interesting place to live, each child is offered to create “himself/herself”. To this end, the instructor hands out to each child a large sheet of paper, drawing utensils, glue, scissors and sheets of colour paper.

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b) Each child lies down on the large sheet of paper and another child or the instructor helps him/her to delineate his/her own silhouette. Later, each child “creates” himself/herself – adds to the silhouette the features possessed by him/her – draws hair, eyes, lips, freckles, etc. The children may also write down on the delineated image of their body the respective things that are characteristic to them – something they like most, something they are good at, where they study, what subjects they like most, the sort of music they are fond of listening to, the books, films they like, etc. − the things they hold important and would like to share with others. The children are given 30 minutes for the completion of this task. c) When the children are through with this task, their drawings are hanged on the wall or put down on the floor in one line so that each child could come up and have a look at the drawings of others, read about each other, see the hobbies and things liked by others and identify any similarities and differences between himself/herself and other children. The children are given about 5 – 10 minutes for the completion of this task. When they are through with it, they discuss the following: 

What are the things they have identified in the drawings?



What things identified by them do they like most?



What differences and similarities existing between themselves and other friends have they noticed?



Are there any drawings which look absolutely similar? Why?

d) The instructor hands out to the children the predigested versions of the Convention on the Rights of the Child and the Universal Declaration of Human Rights and encourages them to find the articles/sentences which say that every person has equal rights irrespective of the fact that all people are different. 3. “The alley of joy” Duration: 10-20 minutes a) To finalize and evaluate the session, the children are offered to play a game called “The alley of joy”. The participants are told to stand up in two rows one in front of the other at a distance of 1 meter, raise their hands up and take the person standing in front by the hands. The game is started by the kids standing at the end of the row – the children try to make their way through the aisle formed between the rows keeping saying loud the words about some nice and good things until they reach the end of the aisle. Other children do the same for as long as they have something joyful to say. If there is too little space, the “alley” may gradually shift to the side opposite to that in which the children make their way in between the rows. Afterwards the children again receive their personal books and are encouraged to enter there any new things they have learnt during the session.

Session 7. “I am special” Purpose: help the children to perceive themselves as unique personalities.

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Goals: 1. Help the children to realize and be aware of the good features possessed by each of them. 2. Develop in children the awareness of their own identity. Tools: a ball of thread, small sticks (e.g., pencils), a ribbon, sheets of paper (A4 size), writing utensils, pencils, glue or scotch, cards with the words “I am special because...“ (3 cards for each child), a straw for each child and a coupe of paper napkins. Advance preparatory arrangements: in preparing for a task titled “My name”, the instructor shall not forget to ask the children during the last session to find out something about their own name – what it means, inquire their parents why they gave them namely that name, why they like it, etc. The instructor, too, shall look up in various sources the meanings of children’s names so that he could be able to explain itto the children (this information may be found on the following websites: http://day.lt/vardai; http://www.sapnai.net/name.php? you=meaning). In addition, the instructor should make a large paper tree with branches or at least draw a symbol of a tree on a large sheet of paper and hang it on the wall. Small square-shaped cards with the words “I am special because…” shall be also prepared in advance. Each player shall receive 3 cards. Session plan: 1. “The best spinner“ Duration: 5 – 10 minutes Tools: a ball of thread, sticks (it may be pencils) and a ribbon. a) “The best spinner” is a jolly and sportive game helping the children to get in the proper mood for the session. Two ends of the thread are tied to different pencils and a colourful ribbon is attached to the thread in the midpoint of the thread line. b) Two players are told to wind the thread on the stick up to the point marked by the ribbon. The winner will be the one who will manage to do it faster. Then the same is repeated by every next pair of children. The instructor may also split the children into two teams and make pairs from different teams compete. A player who manages to wind the thread up to the point marked by the ribbon wins a score for his/her team. 2. “May name” Duration: 30 – 40 minutes Tools: A4 size sheets of paper, writing utensils, pencils, glue or scotch, cards with the words “I am special because...“ (3 cards for each child). a) The instructor names (it would be even better if the instructor could hand out to them the text of the Convention on the Rights of the Child and ask the children to find the right themselves) the right associated with a name. This right is mentioned in Article 7 (1) of the Convention on the Rights of the Child which states that “The child shall be registered immediately after birth and shall have the right from birth to a name, the right to acquire a nationality and, as far as possible, the right to know and be cared for by his or her parents”. This rights is also referred

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to in Article 8 (1) which says that “ States Parties undertake to respect the right of the child to preserve his or her

identity, including nationality, name and family relations as recognized by law without unlawful interference”. In the predigested version of the text, this right appears under the second position. b) The instructor says that each of the children has his/her own name given upon birth. Then the instructor asks them to share the information about their own name they have happened to find out themselves. They may be also encouraged to say whether they like their own name, etc. Afterwards the instructor reads out the information he himself managed to find and explains what each child’s name means. c) Further, the instructor asks the children whether they like their own names and whether there are any clippings of their name they do not like. It is important that the instructor should help the children to understand that the name is a significant element of the personality. At this point, the instructor may talk with the children about the surnames, too, and ask them how they feel being nicknamed. How do the children feel being addressed by an insulting nickname and not by his/her own name given upon birth? When a person is not called by name, his/her right to have a name is violated. Therefore, anyone who nicknames others does not respect the right of the child or any other person to have a name and eventually does not respect his/her own right. d) The instructor tells the children that they are special not only because of their names. The instructor distributes among them sheets of paper and writing utensils and asks them to list their personal features which they like most and which single them out from the rest. The kids are given 5 – 10 minutes for the completion of this task. e) The instructor hands out to the children the cards with the words “I am special because…” The children are asked to write down on each card their name and a feature they are really proud of. Then they pass their respective cards over to the neighbour sitting on the left and ask the neighbour to add on each card another feature which he/she finds most attractive in the personality of the card owner. f) When the kids are finished with completing their own and their neighbours’ cards and have their cards back again, the instructor suggests that these cards should be hanged on “the special tree”, i.e. the tree which the instructor has made (or drawn) and placed on the wall in advance so that everyone could admire it. Afterwards the participants discuss the following: •

Was it difficult to specify the good features they liked most?

•

Was it difficult to discover the best features possessed by their friends?

•

Do the kids like the tree? Why?

•

Are there any features the children have listed which overlap? Are there any features which differ from those pointed by the rest?

It is important to note that the cards of different kids differ and though some individual features may overlap, there is not a single card which would be identical to any other card. However, the cards share one common feature – they all tell something good and nice about each child. The same happens with the child and human rights – there is not a single persons in the world who would be absolutely identical to any other person, but all people are equally entitled to the same rights irrespective of the character the person may possess, the place where the person may live, etc.

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3. “Magnetism” Duration: 10 – 15 minutes Tools: a straw for each player and a couple napkins. a) The instructor splits the players into two or more teams. Each player receives a straw and the first player of the team is given a paper napkin. While sucking the air, the player keeps the napkin at the end of the straw and passes it over to the next player who has to take it in the same way. The task of the game is to pass the napkin over to all members of the team in turn. Should the child drop the napkin, he/she is allowed to fetch it only while sucking air through the straw. The team which finishes the game the first is announced the winner. Again, the session is finalized by distributing to the children their personal books where they are asked to write down or draw their thoughts, impressions, etc. The kids are also encouraged to enter in their books the good features which they have first “discovered” in themselves only during this session.

Session 8. “I respect others” Purpose: develop in children respect for other persons and their rights. Goals: 1. Help the children to grasp certain rules of communication, interpersonal relations and the rules requiring to respect the personality and the rights of other people. 2. Prevent bad behaviour of the child with other children or adult persons. Tools: feathers (one for each group), large sheets of paper, large sheets of white paper (A4 size), writing utensils, pencils. Session plan: 1. “A feather in the air” Duration: 15 – 20 minutes Tools: one feather for each group a) The instructor splits the participants into 2 groups. The feather is thrown up into the air and the team members blow at the feather trying to make it stay in the air for as long as possible. The team which manages to make the feather stay in the air longer is given a score. b) Alternatively, the instructor may offer another variant of the game – the team members have to take each other by the hands and try to keep the feather hovering for as long as possible with their hands clasped. 2. “Okay and not okay” Duration: 50 – 60 minutes Tools: large sheets of paper, blank sheets of white paper (A4 size), writing utensils, pencils.

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a) The instructor hands out to the children the sheets of paper, pencils and writing utensils an asks them to think of some patterns of human behaviour and actions which they find annoying and displeasing and to draw the situations reflecting these patterns or actions. The children are asked to present 2-3 situations of the type. b) The instructor asks the children to give a brief comment to each situation. Then they try to analyse these situations together with the instructor and discuss whether they imply any violations of the child rights? c) Afterwards the instructor asks the children to have a look at their own drawings once again and think of any patterns of behaviour which would be opposite to those reflected in their drawings? Would they find that type of behaviour pleasing? Would the rights of the child be protected by that type of behaviour? Then the instructor asks the participants to draw another picture − this time it should reflect a pattern of good behaviour opposite to that they have depicted previously. d) When the kids are through with their drawings, the instructor and the children arrange a small exhibition. They take a large sheet of paper and draw a thick red line going through the centre of the sheet and dividing the sheet into two columns. The first column has the heading “The behaviour which violates my rights” and the other column contains the heading “The behaviour which protects my rights”. Then they paste all their drawings which depict the patterns of improper behaviour in the first column and the drawings with the patterns of proper behaviour respectively in the second column. e) When all this is done, the instructor invites the children to the exhibition of drawings and asks them the following: •

Which column do they like better? Why?

•

Does it ever happen that the children themselves treat their friends or adult people in the way they have themselves described as improper behaviour? Doesn’t it hurt other people?

•

Is it important that if you want other to respect your rights, you must yourself behave properly and respectfully?

f) The instructor splits the children into 2 – 3 groups. Each group is provided with a sheet of paper and writing utensils. The instructor encourages the children to have a look at the drawings once again and to think of their own behaviour they sometimes demonstrate with respect to other children at the Day Centre, in the class, etc. Then each group is given a task to think of some behaviour whereby the children could exercise the respect and protection of the child and human rights within the Child Day Centre, the class, etc. The kids are asked to record their proposals on paper in the form of short-sentence slogans. e) When the groups are through with their work, they are asked to come together again, sit down forming a ring and present the results they have come up with upon performing the given task. Afterwards the children may be encouraged to make a common poster where they could write down their proposals on how they will respect the child and human rights of others within the Child Day Centre, the class, etc. The may also decorate the poster with their own drawings. This poster will be hanged on the wall next to the general rules of the Child Day Centre or the class. 3. “The forest, the air, the sea” Duration: 15 – 20 minutes Tools: 3 chairs

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a) At the end of the session, the children may be given a possibility to having some physical exercises. To this end, they may play a game called “The forest, the air, the sea”. The instructor takes 3 chairs and places them at a certain distance away from one another. The instructor also attaches to each chair a card. Each of the cards contains a different heading – “The forest”, “The sea” or “The air”. b) The participants are split into 2 teams which are asked to stand up at a certain distance away from the respective chairs. Then they number off and are asked to memorize their respective numbers. c) The instructor thinks of any animal and speaks out its name, at the same time specifying the number of the kids who will have to run up to the respective chair, depending on the place where that particular animal populates, for instance, when the instructor shouts “the third − a wolf”, the third players (the players under number three) from both teams try to run up, as quickly as possible, to the chair containing the card with the heading “The forest”. The one who will manage to sit down on the respective chair the first will win a score for his/her team. Similarly, when then the instructor calls “the second − a shark”, the participants under number two run up to the chair with the attached card containing the heading “The sea” and so on. The game is won by the team which succeeds in collecting the highest number of scores. At the end of the session, the children again receive their personal books where they are asked to record their thoughts, feelings and new things they have learnt during the session.

Session 9. “Different and yet equal” Purpose: help the children to be aware of and accept differences between people. Goals: 1. Develop in children a sense of respect and tolerance towards racial, cultural diversity and other differences existing between people. 2. Teach the children to treat others with respect, tolerance and due consideration. Tools: a ball, 2 newspaper pages for each player (and some extra pages should any of them get torn up), large and small sheets of paper, writing utensils, pencils, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), the predigested version of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights), pictures with the images of persons representing different nations and races (to be clipped out from newspapers or magazines). Advance preparatory arrangements: before the session, the instructor shall look for the pictures with people representing different nations and races in old newspapers and magazines and clip them out.

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Session plan: 1. “Get ahead the ball” Duration: 15 – 20 minutes Tools: a ball a) The children form a ring with the distance of a stretched arm between the nearest neighbours. The game leader stays outside the ring. The player standing next to the leader is given a ball. Upon hearing the respective signal, the children start passing the ball over to one another as quickly as possible. The game leader tries to catch the ball, get ahead of it and touch with his/her hand the player who was the first to start the travel of the ball. If the leader hits the target, he/she wins, otherwise the leader is acknowledged having lost the game. Then the rest of the children try in turns the role of the game leader and if they manage getting ahead the ball, they win. b) Alternatively, the children may be offered to play a modified version of the game. This particular version requires that the game leader touch the ball while the player keeps hold of it. Then the players exchange their roles. 2. “Different and yet equal” Duration: 50 – 60 minutes Tools: large and small sheets of paper, writing utensils, pencils, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), the predigested version of the Universal Declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights), pictures with the images of persons representing different nations and races (to be clipped from newspapers or magazines). a) The instructor asks the children to think of and record on the sheets of paper any 3 things they would miss most badly if all at once they: •

Had become blind

•

Had become deaf

•

Had lost the ability to walk.

b) Upon the completion of the task, the kids are asked to present their ideas to the whole class. The instructor comments that at certain periods of life all of us need help (for instance, when we are still very small or when we fall ills). However, some people who have one or another form of disability need help from others on a regular basis. By no way it means that they are totally helpless or worse in some way than others; on the contrary − we must treat them the way we treat our friends and other people, help to protect their rights and respect the rights of the disabled ourselves. The instructor encourages the children to recall the previous sessions when they touched upon the issues associated with nicknames, abuse, etc. The children must understand that the behaviour when a person with disability is being laughed at and humiliated is also considered to be the act of violence. c) The instructor divides the participants into 2 – 3 groups and hands out to each group sheets of paper, writing utensils as well as the predigested versions of the Convention on the Rights of the Child and the Universal

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Declaration of Human Rights. The members of each group shall discuss among themselves and write down on the sheet of paper their answers to the question “What would happen if I had become (deaf, blind, disabled)?“. The instructor asks the children to record the things which would be most upsetting in such situations. The children are also asked to consider what kind of help the disabled might need, which rights of the disabled are most often violated and how each of us could help them. The kids are given 15 – 20 minutes for the completion of this task. d) When the groups are through with their work, they are asked to present the results of their work. Then the instructor discusses with the children about what they have learnt and what new knowledge they have acquired during the session. Have these things helped them to understand the situation of persons having certain health problems? The instructor emphasizes that many people in the world still suffer from humiliating treatment or are discriminated not only on the grounds of their disability but also due to some other reasons, for instance, due to the colour of their skin, religion, lifestyle, etc. e) The instructor once again talks with the children about what makes us special and exceptional. Every person makes part of a large world comprised of a multitude of different people (representing different races and nations). These people have their likes and dislikes as well as physical peculiarities. Though being different, we still have many things in common. The instructor encourages the children to think of anything that unites them, for instance, at this Child Day Centre, in the class or in the family? f) Afterwards the children are grouped in pairs and the instructor asks the children to discuss with their partners for about 5-10 minutes 3 things which make the partners different and another 3 things which make them similar (e.g., the colour of hair, favourite meals, dreams, hobbies, etc.). g) Each child is given a sheet of paper and asked to divide it into two parts, one whereof shall be headed “Similarities” and the other respectively shall contain the heading “Differences”. The kids enter in the respective columns the things they have learnt about each other while discussing these things and present their findings to the group. The instructor encourages the children to imagine how dull the world would be if all of us were identical. h) The instructor asks the kids once again to have a look at the photos with people of different races and nations and scrutinize all details – what these people are doing, what things surround them, etc. Then the children together with the instructor try to identify the differences and similarities between the people from the photos and between the children themselves. It is important that the instructor should not forget to stress the existence of such similarities, as the wish to be loved, have a family, play, have fun and feel happy, etc. Then the participants are asked to discuss the following: •

Do the people from the photos differ a lot from the children themselves? Why?

•

Can the colour of the person’s skin, his/her religion or nationality determine the extent to which that person may exercise his/her rights?

•

Should the colour, religion or nationality of the person be the key factors to be taken into account when making judgments about a person? Why? What things are much more important?

•

What do the Convention on the Rights of the Child and the Universal Declaration of Human Rights say about the possibilities for different people to exercise their rights?

3. “Competition with newspapers”

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Duration: 15 – 20 minutes Tools: 2 newspaper pages for each player (and some extra pages should any of them get torn up). a) The instructor marks in the room the start and finish lines and splits the participants into 2 teams. Each player receives 2 newspaper pages. b) During this competition, the children are only allowed to step on the newspaper. The player lays down one newspaper page on the floor and stands up on it. Then the player lays down another newspaper page in front of him/her, stands up on it, turns around and takes the first page. To be able to make another step forward, the player must lay down in front another page and so on, until the finish line is reached. The one who reaches the finish line the first wins a score for his/her team. The team having collected the highest number of scores is announced the winner. At the end of the session, the children again receive their personal books where they are asked to record their thoughts, feelings and new things they have learnt during the session.

Session 10. “Friendship between the rights and the duties” Purpose: help the children to be aware of their responsibility and duties. Goals: 1. Understand the rights as a combination of rights and duties. 2. Develop in children a sense of duty. Tools: 1 balloon for each team, colour paper, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), pencils, felt-tip pens, scissors and glue. Session plan: 1. “Balloon racing” Duration: 10 – 15 minutes Tools: 1 balloon for each team. a) The instructor splits the children into 2 teams. The players align forming two lines with one player from each team standing at the start/finish line. A chair put a certain distance away marks the point up to which each player of the team will have to run. b) After the signal, the first player of the team runs bouncing the balloon with his/her hand, reaches the mark and returns back; the second one repeats the same and so on. While racing, the children shall try to keep the balloon hovering. If the balloon does fall down, the player must resume the original position and try anew. The game is won by the team which fulfils the task most accurately and quickly.

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2. “Guess my duty” Duration: 30 – 40 minutes Tools: colour paper, the predigested version of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on the Rights of the Child), pencils, felt-tip pens, scissors and glue. a) The instructor reminds the children that if they want others to respect their rights, they must themselves respect the rights of others and, even more important, not forget about their own duties. The instructor encourages the children to think of the duties they must perform in order to be able to protect their own rights (for instance, the duty to attend school, do homework, help parents at home, treat others in a proper manner, etc.). b) The instructor gives the children about 5 minutes to think of any job duties they perform at home or at school and enact them without uttering a single word and the rest of the class will to guess the task or duty. c) Then the instructor discusses with the children the following: •

What job duties do the children like? What job duties do they hate? Why?

•

Why must certain job duties, even those you dislike, be performed?

•

How does responsibility change when a child gets older? Does it increase or decrease? Why?

•

Why can’t the rights exist without the duties?

d) The instructor encourages the children to recall the duties envisaged in the Convention on the Rights of the Child. They are not stated as explicitly as the rights but rather implied under each legal statement of the document. The instructor hands out to the children the text of the Convention on the Rights of the Child and together with the children names the duties implied under each right. e) Then the instructor distributes to the children the necessary tools (colour paper, pencils, felt-tip pens, scissors and glue) and explains that now they are going to try to grow a flower of rights and duties that will help them to become responsible, reliable personalities able to protect themselves. The children are given the task to produce the paper flowers with as many leaves as many rights they want to record on the flower. When the kids are through with the task of making the flower, they are asked to write down on its leaves the rights they think being most important (the children are allowed to use the text of the Convention on the Rights of the Child). f) Afterwards the children present their flowers with the selected rights inscribed on them to the whole class. Then the instructor encourages the kids to write down next to each right the respective duty associated with that right and explain to the whole class what duties the rights selected by them imply. g) The instructor asks the children whether the flowers have helped them to realize the interrelation existing between the rights and the duties and whether now they understand the importance of duties. 3. “All those who...” Duration: 15 – 20 minutes a) The participants sit down close to one another on the chairs forming a ring. The number of chairs shall correspond to the number of players. While the players are sitting on their chairs, the game leader specifies a feature (for instance, the leader says “all those who have blue eyes). The participants who possess this feature have to change their seat and occupy the next chair on the right. If this chair is already occupied, the player shall sit down on the lap of

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the child who is sitting on that chair. Only those are allowed to move who do not hold anyone on their lap. They shall stay in place even when another feature they really possess is named. Then the leader names another feature (for instance, those who have a pet cat) and those who are allowed to move and possess this feature sit down on the next chair on the right (or on the lap of the child who is sitting on that chair). The game is won by the player who returns to his/her original chair the first. At

the end of the session, the children again receive their personal books where they are asked to record their thoughts, feelings and new things they have learnt during the session.

Session 11. “Institutions which protect the rights” Purpose: provide the children with information on the organizations, institutions or persons who can help those in trouble. Goals: 1. Introduce to the children the institutions which protect the child and human rights. 2. Teach the children not to be afraid to ask for help. Tools: large sheets of paper, writing utensils, pencils, felt-tip pens, colour paper, glue, scissors and cards describing different situations (Supplement 5. “Where to apply for help?”). Advance preparatory arrangements: the instructor shall get prepared for the session in advance and search for the information on different institutions in charge of protecting the child and human type

rights. It is advisable that the instructor should draw a list of the major institutions of the and later expose this list in the Child Day Centre classroom.

Session plan: 1. “ I am sending a letter” Duration: 10 – 15 minutes a) The children stand up forming a ring and take each other by the hands. One player is standing in the centre of the ring. A player who starts the game says: “I am sending a letter to...” (and specifies the name of some player). The letter may not be sent to the immediate neighbour. The children must send the letter by giving a light squeeze on the neighbour’s hand so that the player standing in the centre could not notice it. The task for the player standing in the centre is to find out who exactly is sending the letter. If that central player suspects any of the players, he/she shall name him/her. If this guess appears to be correct, then the player who has been sending the letter must stand up in the centre of the ring. If the letter successfully reaches the addressee, the latter one shall send it to another player.

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2. “Who can help me?” Duration: 50 – 60 minutes Tools: large sheets of paper, writing utensils, pencils, felt-tip pens, colour paper, glue, scissors and cards describing different situations (Supplement 5. “Where to apply for help?”). a) The instructor tells the children that all of us sometimes go thorough difficulties we are not able to cope with alone. We may face such difficulties when, for example, we fall ill, have lost our way, etc. What to do in such situations? The instructor encourages the children to think of or recall any events they had in real life when they felt distressed, scared and did not know what to do. Where did they apply for help? The children are encouraged to share their experience and ideas. b) The instructor splits the participants into small groups with 3 – 4 kids in each group and tells the children that now they will be the professional rescuers. Each group is allowed to pick the card with a particular situation (Supplement 5. “Where to apply for help?”). Then the instructor explains that each card describes a certain situation where a person needs help. The task for each group is to read out the situation and draw on a large sheet of paper all organizations, institutions or persons that could provide help to the person going through that situation (e.g., if the person is ill, it could be a hospital, clinic, medical doctors, etc.). The children are given 20 – 30 minutes for the completion of this task. c) When the kids are through with their respective tasks, they present the outcomes of their work to the whole group (each group is given 3 – 5 minutes for making the presentation). After the presentations, the instructor asks the children about the following: •

Was it difficult for them to remember all organizations or persons one could apply to when being in need for help? Why?

•

Where do they usually apply or who do they usually approach when they need help? Why?

•

Is it difficult to ask for help?

•

Can it happen that a child or adult person whose rights are being violated would also need help? Are there any special organizations that can “cure” the rights which have been violated – protect them and supervise that these rights should be respected?

•

Can the children name any organizations of the type?

d) The instructor tells the children about the organizations, institutions or persons protecting the child and human rights worldwide, in the country or the exact location where the children live. The kids may be shown the list of those organizations which operate in the location where the children reside and explain what these institutions can do and what kind of help they can provide. The list could be placed on the wall next to the rules of conduct or in any other visible place so that the children could refer to it any time they need. It is even more important to tell the kids that if someone beats them, calls bad names or otherwise humiliates and offends them, they should not be afraid to notify of it any adult person they really trust. There are a lot of adult person around who can help the child – the child’s mother or farther, aunt, grandmother, grandfather, uncle, sister or brother as well as the school tutor or any other teacher the child knows and trusts, the social pedagogue, the school psychologist or the staff of the Child Day Centre. You should never

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try to conceal the bad things happening to you, even when your offender threatens you and tells you to keep your mouth shut. Then the instructor asks whether the children still want to be the professional rescuers. If they do, they will surely be not afraid of telling about the bad things happening to them to anyone who can help them. 3. “Back-to-back” Duration: 10 – 15 minutes a) All the participants, except for one, stand up in pairs. When the single player says, for example, “backto-back”, the children have to stand up cuddled up to each other’s back. When the players hear the word “belly-tobelly”, they know they have to stand up cuddled up to each other’s stomach. Other parts of human body, such as ears, a nose, hands, legs or sides may be named, too After each command, the players must change their partners – find another partner as fast as possible and cuddle together with the body part which the single player will name. While the players are exchanging their partners, the single player shall be trying to find a counterpart, too. The one who fails to find a partner and remains single takes over the role of the one who gives commands.

At the end of the session, the children again receive their personal books where they are asked to enter the list of institutions about which they have found out today and to record their own thoughts and feelings associated with the session.

Session 12. “I know how to protect myself” Purpose: teach the children how to protect themselves and their own rights. Goals: 1. Make children realize every person’s right to safety and protection of his/her rights. 2. Develop in children the skills of problem solving.

Tools: envelopes with the names of session participants, drawing and writing utensils, cards, large sheets of paper or the writing board, glue, scissors, blank sheets of white paper (A4 size), colour paper. Advance preparatory arrangements: the instructor shall prepare the envelopes needed for the game “The post” and write down on them the names of the session participants in advance. Session plan: 1. “Find your own pals” Duration: 10 – 15 minutes

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a) The instructor splits the participants into four groups (for instance, by the time of birth – autumn, summer, winter and spring). The first group is asked to miaow like cats, the other group to give out the sounds of a duckling and the third one to bark like a dog. b) Then the group members start circulating around the room. The instructor asks them to close their eyes and start giving out the respective sounds of animals. That is how the members of the group must find the pals from their own group with their eyes still closed and relying exceptionally on what they can hear. 2. “I protect my own rights” Duration: 40 – 50 minutes Tools: large sheets of paper or the writing board, writing and drawing utensils, glue, scissors, blank sheets of white paper (A4 size) and colour paper. a) The instructor asks the children whether they always feel safe at school or on the street. What should we do that each of us could feel safe? Who is responsible for ensuring our safety? What are the places where we feel the safest? What are the places where we feel the least safe? The instructor shall record the children’s ideas on the large sheet of paper or the writing board. b) Then the instructor divides the children into 3 groups and says that now the children will become for a while the advocates of rights and will have to maintain the order in the following places – the first group “at school”, the second one “on the street” and the last group “at home”. Each group is asked to think of and record on the large sheet of paper its ideas: 1. What is it that can pose threat to safety in these places? Each group shall focus on the place it is assigned to “safeguard”, i.e. the first group considers the things which may endanger the safety of children at school, the second one analyses the potential threats children may be exposed to while being on the street and the third group thinks of the potential dangers at home. 2. How could one get protected and feel safer in these places? What could help to ensure better safety? (each group shall focus on the respective place it has been assigned to “safeguard”). c) When the groups are through with their tasks, each group is asked to present the poster it has produced (each group is given 2 – 3 minutes for making its presentation). The posters then shall be exposed on the wall so that everybody could see them. They will be used as the source of reference for further tasks. Afterwards the instructor discusses with the children the following issues:



Have the groups identified many factors that threat the children’s safety at school, on the street and at home?

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Which of these places is the most dangerous? Why?

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Was is it difficult to think of the ways on how to get protected and avoid dangers? Why?

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Is it easy to avoid dangers in real life? Why?

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Do these dangers violate our rights?

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

Can the children describe the appearance of a criminal or a person who wants to do wrong to us? (The children of junior age generally refer to a person who looks monstrous, is armed, etc. Therefore, the instructor should stress that a person who has designs to infringe upon our rights or otherwise offend us may look quite polite, courteous, offer us gifts and sweet stuff, etc. In addition, the instructor must warn the children that they should never take the invitations of any strangers to go together with them to any places they ask you to go and never take them home or let them in, in particular, when your parents or other adult person are not home at the moment).



How and where could we report various cases of offence or crime?

d) The instructor splits the participants in two groups. He encourages the children by saying that they have done a great job and proved being the perfect advocates of rights. Yet, there are many children worldwide or even in your city or town who do not know how to protect themselves or their rights or are not aware of the dangers awaiting them on the street, at school or at home. Therefore, it is important that the information learnt during the sessions should be shared with other children, too. Then the instructor hands out to the kids drawing and writing utensils, paper sheets, colour paper, glue and scissors and gives the following instructions: 1. The first group will make a folder containing information on the potential dangers awaiting children on the street, at school or at home; 2. The second group will produce a folder containing information on where children could apply for help or how they could protect themselves against these dangers. While working on this task, the children are allowed to refer to the posters exposed on the wall and check the things they might have missed or forgotten. The kids are given 20 – 30 minutes for the completion of this task e) The children are asked to present the results they have come up with while performing this task. The presentations may be exposed in a visible place in the classroom of the Child Day Centre so that everybody could be able to refer at any time to the tips on how to protect yourself or your rights. 3. “Secret post” Duration: 15 – 20 minutes Tools: envelopes with the names of the participants, drawing and writing utensils, cards. a) The instructor hands out to the children writing utensils, drawing utensils and cards. Then the children are asked to pick any of the envelopes with someone’s name on it. If the child draws out the envelope with his/her own name on it, the child shall give it back to the instructor and draw another envelope. The children shall not show their envelopes to anyone. b) The instructor tells the children that now they will have to write a secret letter to the person whose name is written on the envelope. The letter may be of any content, i.e. it may contain the words of gratitude, delight or a nice picture, poem, etc., but in any case it must be something kind and nice.

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c) Having written their letters, the children shall envelop them, stamp the envelopes and hand them over to the instructor. The instructor may distribute the envelopes during the following session, at the end of all sessions or at any other time the instructor may choose. In any case, the children must be assured that the letter will definitely reach them. At the end of the session, the children again receive their personal books where they are asked to record their thoughts and feelings associated with the session.

Session 13. “The protective shield” Purpose: enhance in children a sense of self-confidence and self- reliance. Goals: 1. Help the children to realize that the process of acquiring new knowledge brings joy. 2. Teach the children to protect themselves, their own rights and the rights of others. Tools: a tennis ball or any ball of a similar size, sheets with shields (Supplement 6. “The protective shield”), large sheets of paper, writing and drawing utensils. Session plan: 1. “The whirligig” Duration: 5 – 10 minutes a) The instructor tells the children to align in two rows, one in front of the other. When the instructor gives a signal, the first players from both rows turn around, the second ones put their hands on the first ones and start turning around in pairs, triplets, etc. The game is won by the team which succeeds in making a turn around faster than the other one. 2. “I feel safe” Duration: 40 – 50 minutes Tools: sheets with shields (Supplement 6. “The protective shield”), large sheets of paper, writing and drawing utensils. a) The instructor notes that the children have already learnt a lot about the child and human rights and asks them: •

Is it important to protect the rights? Why?

•

Is any of us able to protect the rights in one or another way? Your own rights? The rights of others? How?

•

Do the kids remember the previously discussed organizations and institutions which protect the child and human rights?

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b) The instructor hands out to the children the sheets with shields (Supplement 6. „The protective shield”) and notes that these shields provide the protection the children have acquired through their active involvement in the sessions and the training on the subject of the child and human rights. Now the kids are asked to think for a while and write down in different sections of the shield in which way the sessions and knowledge of the child and human rights have helped them (e.g., “Now I feel safer”, “I am proud having learnt new things“; “Now I know how to protect myself”; “Now I know how to take care of others”, etc.) c) When the children are through with this task, the instructor asks them to have a look at their shields once again. The volunteers may present their shields and make comments on the protection they have now acquired and on how they feel about it. Then the participants discuss together the following:

•

Is it important to know about the rights? Why?

•

Do the children feel safer now that they have acquired knowledge of their own rights?

•

Will they respect their own rights? Will they respect the rights of others?

•

What other ideas about their own rights do the children have? What else would they like to add?

d) Finally, the instructor distributes to the children large sheets of paper, pens and drawing utensils. The children are asked to think for a couple of minutes and select the rights they assume being most important. Then the children are told to divide the sheet of paper into two equal sections and enter in one section 5 rights which the children have memorized best or which they believe to be most important. e) When the children are through with this task, they are asked to draw in the second section of the large sheet the duties the children think must be fulfilled in order to be able to exercise and protect the respective rights, for instance, if the child has chosen to enter the right to education, he/she may draw next to that right the pictures depicting how the child works at home or at school. If the child has selected the right to protection against sexual exploitation, he/she shall draw a picture showing that the child does not trust adult strangers, etc. f) The children are asked to present the result of their work. All these works and drawings may be exposed on the wall or used for arranging a small exhibition. 3. “Chinese football” Duration: 10 – 15 minutes Tools: a tennis ball or any other ball of similar size a) The children are asked to stand up forming a ring. Each of them spreads his/her legs and puts his/her feet against the feet of the neighbour. The empty space formed between the legs is the “goal”. The children shield the goal with their hands. They are not allowed to squat down. Whenever the ball is missed and the goal is scored, the player must keep shielding the goal, but only with a single hand, and if the second goal is kicked, the player shall turn his/her back on the ring or fall out of the game.

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At the end of the session, the children again receive their personal books where they are asked to record their thoughts and feelings associated with the session. The kids are also given their shields so that they could insert them into their books.

Session 14. “The experts of rights and duties” Purpose: repeat and consolidate the material on the child and human rights already covered. Goals: 1. Teach the children to apply the acquired knowledge in practise. 2. Summarize the information on the child and human rights provided. Tools: cards with situations reflecting violations of the child rights (Supplement 7. Violations of the child rights), cards with situations reflecting violations of human rights (Supplement 8. Violations of human rights), cards with situations describing neglect of duties (Supplement 9. Neglect of duties). Session plan: 1. “Sitting down and standing up in pairs” Duration: 5 – 10 minutes a) The children are grouped in pairs and stand up leaning upon each other’s back. They also join each other’s hands behind the back. After the first signal given by the instructor, the pairs have to sit down together trying not to fall down, and when they hear the second signal, they know they have to stand up, again trying to keep their balance. The game is won by the pair which has managed to sit down and stand up within the shortest time. 2. “Violation of rights, neglect of duties” Duration: 40 – 50 minutes Tools: cards with situations reflecting violations of the child rights (Supplement 7. Violations of the child rights), cards with situations reflecting violations of human rights (Supplement 8. Violations of human rights), cards with situations describing neglect of duties (Supplement 9. Neglect of duties). a) The instructor reminds the children that the sessions are gradually coming to an end. All of them have demonstrated a very active involvement in the sessions and, of course, have learnt a lot. Now time has come for the exam – they will have to defend their title of “rights experts”. However, the exam will not be dreadful or difficult at all, as the children are already armed with knowledge. In addition, they will be working on the exam tasks together. b) The instructor puts in front of all the children the cards with situations reflecting the violations of rights (Supplement 7. Violations of the child rights; Supplement 8. Violations of human rights). The children sit down forming a ring and the instructor tells the first child to draw out one card. Having drawn out the card, the child reads out loud the situation described on that card. Then the child is asked to name the right being violated in this particular case and the whole group may help him/her. If necessary, the instructor may distribute to the children the predigested versions of the Convention on the Rights of the Child (Supplement 2. The basic rights set forth in the Convention on

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the Rights o the Child) and the Universal declaration of Human Rights (Supplement 3. The basic rights set forth in the Universal Declaration of Human Rights). If the task appears to be too complicated for the children and they keep confusing the rights, the instructor may offer first to discuss the situations which reflect only the violations of the child rights and afterwards move over to the analysis of situations describing the violations of human rights. When the right being violated is named, the instructor asks the children what should be done that this right could be realized (for instance, the situation, when the child is not allowed to attend the school, implies the violation of the child right to education; alternatively, the situation, when the child is provided the possibility to attend the school, implies that this right is being realized). The participants discuss all the remaining situations in the similar way. c) The instructor thanks the children for their active involvement and tells them that they have almost passed the exam. However, in order to be able to protect the rights in an appropriate way, perfect understanding of the rights is not just enough. What else should we know? The duties – that’s it! Therefore, now the children will have to name the duties which are neglected in the situations described and think on how to ensure the fulfilment of these duties (Supplement 9. Neglect of duties). The kids again draw out the cards one by one and try to name which duty in the situation described is neglected and what should be done in order to have this duty fulfilled. d) The instructor discusses with the children the following: •

Was it easier to name the rights or the duties? Why?

•

Are the duties important to our rights? Why?

•

What is it that makes the rights important?

In addition, the instructor inquiries whether the kids have any questions and answers them, if they have any. 3. “The hippodrome” Duration: 5 – 10 minutes a) The members of the game become the horses racing at the hippodrome. The kids stand up forming a ring, slightly bend forward and keep tapping on their thighs – the sign meaning that they are “riding“. The instructor gives different commands and everybody obeys them, for instance, the instructor says “a small bridge” – “yoho!”, and the children show with gestures the act of jumping over a small bridge; “ a large bridge” – yohoooo!” means that the children have to show with gestures the act of jumping over a large bridge; when they hear “ a bush” – “fit“, they raise one hand to the head and turn the head and the hand back; the command “overtaken” (another horse) means that the kids have to turn back and show the virtual rival the sign of a horn using the combination of the pointing and the little finger with a gloating expression on the face; upon hearing the command “the sun”, they tuck up their shirt sleeves with content; when they hear “the rain”, they know they have to turn their palms upside with a sad expression on the face “hmmm“; when the instructor says “mud“ , the children have to point with their hands at a raised leg; upon hearing the command “the audience” – “oooh“, the children start joyfully applauding and when they hear “VIP‘s“, they silently clap with their two fingers wearing a reserved expression on the face.

At the end of the session, the children again receive their personal books where they are asked to record their thoughts and impressions associated with the session. 127

Session 15. “My dream city” Purpose: consolidate the acquired knowledge of the child and human rights through the process of creation. Goals: 1. Summarize all the information provided. 2. Determine the level of knowledge and understanding attained by the children. Tools: glue, scissors, large sheets of paper, colour paper, writing and drawing utensils, other available tools which may be used by the children in making a model of the city (for instance, plastic dishes and cups, small beads, dried plants, stretch paper, various seeds, pellets, foil, etc.). Session plan: 1. “Rain in the forest” Duration: 5 – 10 minutes a) The children sit down forming a ring. The instructor starts clapping with one finger on the palm of the other hand. The group member sitting on the left starts and keeps repeating the instructor’s motion. That child’s neighbour on the left joins them and so on. When the motion again reaches the instructor, there is another motion added to the previous one and the group members keep repeating it joining the ring one after another. b) The game may be plaid repeating the following motions: clapping a finger on the palm of the other hand, clapping two fingers on the palm of the other hand, snapping the fingers, clapping the palms, tramping one foot or tramping both feet, etc.. c) Then the motions are repeated in the reverse order and the ring is closed by clapping one finger on the palm, whereupon everybody hushes. 2. “My dream city” Duration: 50 – 60 minutes Tools: glue, scissors, large sheets of paper, colour paper, writing and drawing utensils, other available tools which may be used by the children in making a model of the city (for instance, plastic dishes and cups, small beads, dried plants, stretch paper, various seeds, pellets, foil, etc.). a) The instructor commends the children for having done a perfect job during all sessions. Now they know a lot about the child and human rights and about the organizations and institutions which protect these rights, about how we can protect ourselves and our rights and help people next to us. However, there are still many children and adult people worldwide who suffer because their rights are being violated. Therefore, each of us shall put effort that cases of rights violations should be minimized. The instructor tells the children that now they will not only be the advocates of rights but will also act as the builders of the dream city.

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b) The instructor splits the participants into two groups. The tools, including glue, scissors, large sheets of paper, colour paper, writing and drawing utensils, other available tools which would help the children to make a model of the city (for instance, plastic dishes and cups, small beads, dried plants, stretch paper, various seeds, pellets, foil, etc.), are placed in the centre of the classroom. The instructor tells the children that each group will have to “build” its own dream city. While designing the model of the dream city, the children shall take into account the following aspects: o

What rights applied to adult people and children will exist in their city?

What duties will children and adult persons in their city have in order to be able to exercise their own rights?

What organizations will be responsible for the child and human rights in their city? What activities will be performed by each of the organizations?

What rules of behaviour aimed at preventing and avoiding the violations of rights will have to be observed by each citizen of the city?

The children may “build” their dream city using all tools listed above and placed in the centre of classroom, i.e. they may draw, clip, paste, etc. The children should be given quite a long time for the completion of this task. c) When the groups are through with their work, they are asked to present the models of their dream cities, provide their comments and explanations and answer the questions which they had to consider while working on the task. 3. The personal book “Who am I, what are my rights?” Duration: 15 – 20 minutes Tools: the personal books of children “Who am I, what are my rights?”. a) The instructor hands out to the children their personal books which by that time should be already thick and contain a number of recorded thoughts, feelings, drawn pictures, etc. The instructor gives the children some minutes to look through the books and their content. b) After 5 minutes, the instructor asks the kids the following: What do they like in their books most? In which way can these books be useful to them? What valuable is contained there? Have the children learnt more about the child and human rights? What new things have they found out? Do they have any other questions? Wishes? Ideas they would like to share right now? 4. “High – low” Duration: 10 – 15 minutes a) This game may be played for two purposes – to repeat the rights they have learnt and/or determine the children’s mood and feelings.

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b) The instructor explains what the kids will have to do next − the instructor will name loud any of the child and human rights and the kids will have to squat down, if this is the child right, and stand up on toes as high as possible, if this is the right of an adult person. c) With a view to evaluating the session or the whole program, the instructor prompts the children various statements associated with the session (e.g., “I liked the session very much”, “I feel being better familiarized with the rights of the child”, “I’ve learnt a lot about human rights”, I feel happy”, etc.). If the child does not agree with the statement, he/she must squat down, if the statement is correct, the child stands up the toes.

3.2 Sessions intended for children of senior age (13 – 17 years old) Session 1. “What do I know about the child and human rights?” Purpose: determine the level of the children’s knowledge of the child and human rights. Goals: 1. Discuss the fundamental rights of the child and human rights. 2. Discuss the meaning of concepts “a human”, “human rights”, “the child rights”, “human life”. Tools: large sheets of paper/a writing board, a pen, any small item (e.g., a plush toy, a small box, a doll, etc.), scissors, glue, white and colour paper, felt-tip pens, pencils, illustrated magazines and newspapers. Session plan: 1. “What does it mean to be a child? What does it mean to be a human?” Duration: 20 – 30 minutes Tools: large sheets of paper/a writing board, a pen, any small item (e.g., a plush toy, a small box, a doll, etc.). Prior to opening the session, the instructor shall write down on the board or 5 large sheets of paper the following words: “a child”, “a human“, “human life”, “the child rights”, “human rights”. When the session starts, the instructor puts down before the group a small item (e.g., it may be an overturned dustbin or a doll, plush toy, etc.). Then the instructor tells the children that it is a guest form outer space. This alien wants to find out about the creatures calling themselves “humans”. The children discuss the following questions: •

What does it mean to be “a human”?

•

What doe sit mean to be “a child”?

•

What does “human life” mean? What constitutes “human life”?

•

How does human life differ from a mere existence or “fight for survival”?

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The children’s answers are recorded on the writing board/paper sheets. Next, the kids are asked about the difference between an adult person and a child. Are there any similarities? If the children fail to mention them, the instructor shall summarize the topic and add that both a child and an adult person are being protected by laws and certain documents, such as the United Nations Universal Declaration of Human Rights, the United Nations Convention on the Rights of the Child or the European Convention for the Protection of Human Rights and Fundamental Freedoms. Then the instructor discusses with the session participants the following issues: •

What is meant under “human rights” and “the rights of the child”?

•

What “rights of the child” and “human rights” do children know?

•

Are all people equally entitled to exercise their rights? Is their anything that could prevent them from exercising their rights?

The instructor puts down the children’s ideas on the sheets of paper/writing board and summarises them. It is very important to emphasize that these rights apply to every person without any exception, irrespective of his/her appearance, the language he/she speaks or the place where he/she lives. 2. “A message in the bottle” Duration: 50 – 60 minutes Tools: scissors, glue, large sheets of paper, white and colour paper, felt-tip pens, pencils, illustrated magazines and newspapers. The instructor thanks the children for their ideas and tells that the guest from outer space now knows who “a child” and “an adult person” are. However, the guest would also like to share this knowledge about people and their life with his/her friends. Thus, the task for the children is to pick what they would like to send over to the aliens (e.g., a piece of music, human figures, works of literature, etc.). The instructor splits the children into smaller groups with 3 – 4 kids in each group. The groups are provided with all the required tools – large size sheets of paper, sheets of white and colour paper, scissors, felt-tip pens, pencils, glue as well as newspapers and magazines. The children are asked to imagine that a large sheet of paper is “the ark” where they have to put all items they need to have in their daily life. It could be food, clothes, books, etc. – anything they think being indispensable or could help the aliens have a better understanding of the planet Earth and the life of a human being living on that planet. Remind the children not to forget about the human rights they have discussed at the beginning of the session and ask them to select the rights which they believe to be most important and put them into “the ark”. When working with the senior groups, the instructor shall ask the children to pay more attention to cultural, social, political and economic life. The children are allowed to make use of the illustrations contained in the newspapers and magazines. Alternatively, they may be asked to draw different items or clip them out from paper. The children are given 30 – 40 minutes for the completion of this task. When the children are through with this task, each group is asked to present its respective “ark” and describe in brief its content − what items and elements of human life the children have put inside the ark and why the children think these items and elements are important.

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Then the instructor discusses with the children the following: o

Where does life start?

Can life be taken away?

What factors influence our understanding of what “life” is (e.g., religion, technology, legal system)?

3. Who am I, what are my rights?” Duration: 20 – 30 minutes Tools: blank sheets of white paper, colour paper, writing utensils, drawing utensils, glue and scissors. a) The kids are proposed to design a personal book about themselves and are advised to start from drawing their self-portrait on the cover of the book. Then the book will be gradually filled in by their drawings, stories and verses. The best thing would be to present the children with special binders where they could keep their sheets of paper and other items. Alternatively, the children may be asked to make such books themselves. In such case, the instructor shall tell the children that the books must contain at least 15 – 20 pages. The children may record in their books their ideas and impressions associated with the first session and enter there the child and human rights discussed during the session.

Session 2. “The fundamental rights of the child” Purpose: introduce to the children the fundamental rights of the child. Goals: 1. Provide the children with knowledge of the child rights. 2. Make children understand that each right carries a respective duty. Tools: colour stickers/adhesive cards (of 3 – 4 colours, depending on the number of groups. The number of cards/stickers shall correspond to the number of participants), the Convention of the Rights of the Child (one copy for each participant), a large sheet of paper/a writing board, blank sheets of white paper, writing utensils, 10 cards with situations reflecting the rights of the child. Advance preparatory arrangements: for this particular session, the instructor shall prepare in advance ten pictures reflecting different rights of the child – the right to education, the right to have a name, family, etc. These pictures may be clipped out from any magazine, newspaper or other publication and pasted on a thick sheet of paper or cardboard.

Session plan: 1. “The blind” – “The deaf” Duration: 15 – 20 minutes

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Tools: colour stickers/adhesive cards (of 3 – 4 colours, depending on the number of groups; each group shall be comprised of 4 children). Each child shall be given one sticker and one colour card. a) The instructor offers the children to try the role of “the blind” and “the deaf”. They agree that from now on, whatever they might be doing, they will not be allowed to speak with each other. The instructor explains to the children the rules of the game − when being approached, the child must close his/her eyes for a while, i.e. become “blind”. When the instructor steps back, the child will be allowed to open his/her eyes again but will have to stay numb, just like the other children. b) Having explained the rules, the instructor comes up to each child and when the latter closes his/her eyes, attaches to the child’s forehead a colour card or sticker. c) When all the children already have their stickers/cards attached to their foreheads, the instructor asks them to come to the centre of the classroom and group up by the colour of their stick/card. The children must be reminded that they are not allowed to speak and must use gestures instead. d) After the children have split into groups, the instructor asks: •

Was it difficult to understand each other without human speech?

•

What helped them to identify their own group?

•

Were there any moments when they wanted to break the rule of silence and start speaking? Why? Is it easier to make others understand what you want or need when you can speak?

After the discussion, the instructor tells the kids that the feeling as if your were not able to utter a single word may be also experienced in real life. This sometimes happens when do not know how to protect ourselves or are not able to tell our offenders that they have no right to treat us that way, etc. The same situation may also happen to those who are not aware of their own rights. Therefore, each child or adult person should know what rights he/she is entitled to and be able to exercise them in certain situations. Afterwards the instructor invites the children to get familiarized with the basic document which protects the child rights – the Convention on the Rights of the Child. 2. “Analysing the Convention on the Rights of the Child” Duration: 50 – 60 minutes Tools: the Convention on the Rights of the Child (one copy for each child), a large sheet of paper/a writing board, blank sheets of white paper, writing utensils, colour stickers/adhesive cards (of four colours; the number of stickers/cards depends on the number of participants). a) The instructor asks the children to sit together in groups which they formed during the first game. Each child is given a copy of the Convention on the Rights of the Child. Since the text of the Convention is rather long and sophisticated, the children will have to read only part of it. Each group shall be comprised of 4 kids, meaning that each child will have to cover only one fourth of the document. The children may also count by fours within their respective groups. The instructor hands out to each group the cards of four different colours: for instance, green, yellow, red and blue. Each child receives a card of a different colour. It would be even better if this were an adhesive card or a sticker because then the child could stick it on the hand so that the instructor could see it and explain what it means. The instructor tells the children that now they are the inspectors in charge of protecting the rights of the child and writes

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down on the large sheet of paper or the writing board the exact parts of the Convention on the Rights of the Child to be read by each different group: •

The kids with the green cards/stickers go through Articles 1 – 11;

•

The kids with the yellow cards go through Articles 12 – 21;

•

The kids with the red cards go through Articles 22 – 31;

•

The kids with the blue cards go through Articles 32 – 41.

Thus, each child shall read only his/her respective portion of the Convention as specified by the instructor. Furthermore, the children shall not only read their respective parts but also make notes of the most important ideas because they will have to explain to other children who will be reading different parts what exactly is written in these Articles. To this end, the instructor hands out to the children paper sheets and writing utensils and gives them 20 – 30 minutes for the completion of this task. b) When the kids are through with this task, the instructor says that now they are the experts of the child rights and will have to work in expert groups. These groups are formed in the following way: •

The first expert group is comprised of the children from the group with the green cards/ stickers which was reading Articles 1 – 11.

•

The second expert group is comprised of the children from the group with the yellow cards/ stickers which was reading Articles 12 – 21.

•

The third expert group is comprised of the children from the group with the red cards/ stickers which was reading Articles 22 – 31.

•

The fourth expert group is comprised of the children from the group with the blue cards/ stickers which was reading Articles 32 – 41.

Thus, the children having read the same Articles will appear on the same expert group. The instructor gives the children 15 minutes to discuss the Articles they have read within their respective group, exchange their ideas and comments and get prepared to present the results of their work to other groups. c) The participants are again brought together and asked to list the rights mentioned in the Convention on the Rights of the Child. First start those who were reading Articles 1–11, then the children who went through Articles 12 – 21 and so on. 3. “What right do see?” Duration: 20 – 30 min. Tools: 10 cards with illustrations reflecting the rights of the child For the purpose of consolidating the children’s knowledge of the rights and making them better understand that each right is associated with certain duties, the instructor may offer them to play a game called “What right do I see?”. a) The instructor takes 10 cards depicting different rights of the child. Then the instructor tosses the cards and shows them one by one to the children. The children are asked to have a look at the card and guess the right depicted on it. The one who makes the right guess is given a score and the card is put down next to that child so that

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everybody could see who is winning. The game is played until all rights depicted on the cards are guessed. The one who succeeds in collecting the highest number of cards is announced the winner of the game. b) After the game the instructor notes that each right carries a respective duty and responsibility. We will be able to exercise our rights only if we value them, respect the rights of other people and fulfil our duties. Having collected all cards, the instructor tosses them again, shows them one by one to the children and asks the children to name them. Then the instructor encourages the children to think together about a respective duty associated with that particular right. The children together with the instructor search for the answers and name the respective duties associated with the 10 rights depicted on the cards. At the end of the session, the children again receive their personal books where they are asked to record their thoughts and impressions associated with the session and enter the child rights and the associated duties they have learnt about during the session.

Session 3. “Violations of the child rights” Purpose: teach the children to apply and protect their rights in practice. Goals: 1. Develop in children the skills which will help them to be able to protect their own rights and make use of legal documents. 2. Foster in children empathy and sympathy to others. Tools: the Convention of the Rights of the Child, cards with situations reflecting violations of the child rights (Supplement 10. Situations with violations of the child rights), blank sheets of white paper (A4 size), writing utensils, one fresh egg per 4 - 5 participants, a thread to be used for fastening the egg to the ceiling, scissors, old magazines and newspapers, cardboard and glue. Advance preparatory arrangements: if the participants decide to play a game called “Protection”, the instructor shall think in advance how many groups there will be involved. For each small group the instructor shall prepare an egg, i.e. wind a thread around the egg and fix the egg to the ceiling at the height above the floor level of about 1,75 – 2 metres. The egg shall not be enlaced too

much because it has to break if it falls down.

Session plan: 1. “Saying only good things about a friend“ Duration: 10 – 15 minutes a) The instructor tells the children that now they are armed with knowledge of the child rights acquired during the previous session and can feel braver and safer. In addition, the children must be reminded that they should

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not only seek to protect their own rights but also take care of other people and respect their rights. Everyone feels better when living in a safe society where all members are treated in a friendly manner. Similarly, the participants involved in this session form a group of different people and yet they try to be friendly with each other and make each other feel good and safe. Furthermore, compliments and nice words said to each other often help to create a positive emotional atmosphere. b) The participants are asked to form a ring. Each child has to think for 2 minutes about his/her friend standing on the right, then say his/her own name and the name of the friend on the right and tell a few words about that friend. The children must be sincere and point out only the good features possessed by the friend they are talking about so that everybody should come to like the person being introduced at once. 2. “Advocates of the child rights” Duration: 40 – 50 minutes Tools: the Convention of the Rights of the Child, cards with situations reflecting violations of the child rights (Supplement 10. Situations with violations of the child rights), paper sheets and writing utensils. a) The instructor thanks the children for the game and says he was glad to hear the children say nice words about their friends. Yet not every child in our society feels good and safe. Furthermore, the cases when their rights are being infringed upon are still very frequent. The instructor invites the children to try the role of the advocates of the child rights. b) The participants are split into small groups with 3 – 4 kids in each group and hands out to each group a copy of the Convention of the Rights of the Child, paper sheets and writing utensils. Then the instructor approaches each group and asks it to draw out one card with a situation depicting the violation of the child rights. The groups are given the following task: 

Investigate the situation described on the card and name the rights being violated in this particular case;



Specify the exact Articles of the Convention on the Rights of the Child which protect the particular rights of the child being violated;



Think of the ways how each of us could help the child whose rights are being violated.

The children start working in groups, analyse the situations they have drawn out and try to apply the respective Articles. The groups are given 20 – 30 minutes for the completion of this task. c) When the groups are through with their work, the children are brought together again. Each group is asked to read out its situation, note the exact violations of rights identified, specify the respective Articles whereby the rights being violated are protected and tell how each of us could help the child whose rights are being violated. When the group is through with its presentation, other children are asked to make their own comments or present their own opinion. Then every next group shall make its respective presentation following the same procedure. After the presentations, the instructor shall discuss with the children the following: •

Was it difficult to identify the violations of the rights?

•

Wouldn’t it be more difficult to identify these cases if they were happening in real life? Why?

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Was it difficult to identify the exact Articles whereby the rights named are protected?

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•

Was it difficult to find the ways on how each of us could help the children suffering from the violations of their rights? Why?

•

Is it better to handle these situation when being together, in a group or alone?

3. “Protection” Duration: 20 – 30 minutes Tools: one fresh egg per 4 - 5 participants, a thread to be used for fastening the egg to the ceiling, a lot of paper, scissors, old magazines and newspapers, cardboard and glue. a) The instructor thanks the children for the perfect protection of the rights and invites them to try the role of those who protect others and enhance their skills of the advocates of rights through the game. b) The participants are divided into small groups with 3 children in each group. Each group is provided with a stack of old papers (old newspapers and magazines), scissors and glue. c) The instructor explains the task: the children start working on their task and after the elapse of exactly 15 minutes, the instructor will come to each room and scissor off the thread holding the egg. The task for the children is to protect the egg from smashing. Here are some rules to be observed during the game: •

Neither the egg nor the thread holding the egg may come into contact with the participants or the materials being used by them.

•

The groups are allowed to use only those materials which they have prepared themselves (chairs or tables standing in the room may not be used!)

c) The children work on designing the protection for the egg. The instructor stops the work after 15 minutes, comes to each room where the groups are working, cuts off the thread holding the egg and determines whether the group has succeeded to protect the egg from smashing. At the end of the session, the children again receive their personal books where they are asked to record their thoughts and impressions associated with the session.

Session 4. “Human rights and the Universal Declaration of Human Rights“ Purpose: introduce to the children the fundamental human rights. Goals: 1. Provide the children with knowledge of the fundamental human rights. 2. Develop in children a sense of respect for human rights. Tools: music, the Universal Declaration of Human Rights (one copy for each participant) (Supplement 11. The Universal Declaration of Human Rights), writing utensils, paper sheets, a large sheet of paper/a writing board, glue and scissors.

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Session plan: 1. “Musical barley-break” Duration: 10 – 15 minutes Tools: music a) First, the children play an introductory game during which they have the chance to enjoy the feeling of togetherness and get an impulse of energy. The children are grouped in pairs and are asked to form two rings with one partner standing in the external ring and the other staying in the internal one. The leader of the game stands in the centre and one of the players switches on the music. b) When the music starts, the two rings shall start moving in opposite directions. When the music stops, the players stop moving, too, and upon hearing the leader’s command, for instance, “Brow-to-brow!”, they have to find their partners as quickly as possible and touch together upon their foreheads. If the leader manages to touch his/her forehead upon the forehead of the child who has failed to find a partner, the leader becomes a dancing player. When the music is on again, the child who has remained single stands up in the centre of the ring and after a short while calls the other team. The game is a real fun because there may be a variety of different commands: •

Nose-to-nose

•

Eye-to-eye

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Cheek-to-cheek

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Foot-to-foot

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Hand-to-hand

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Back-to-back

•

Shoulder-to-shoulder, etc.

2. “Analysing the Universal Declaration of Human Rights” Duration: 50 – 60 minutes Tools: the Universal Declaration of Human Rights (one copy for each participant) (Supplement 11. The Universal Declaration of Human Rights), writing utensils, paper sheets, a large sheet of paper/a writing board. a) The instructor splits the participants into groups with 5 persons in each group. The children are provided with the copies of the Universal Declaration of Human Rights, writing utensils and paper sheets. The instructor tells the children that during this session they will become the international judges responsible for certain human rights. In order to be able to protect the rights, one must have knowledge of these rights. Therefore, the instructor invites the children to get familiarized with what is written in different Articles of the Universal Declaration of Human Rights. b) Each member of the group will be responsible for different rights. The instructor specifies and writes down on a large sheet of paper/writing board the following: The first ones in each group go through Articles 1 – 6; The second ones go through Articles 7 – 12; The third one go through Articles 13 – 18;

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The fourth one go through Articles 19 – 24; The fifth one go through Articles 25 – 30. The instructor asks the children to go through their respective Articles very carefully because later they will have to present what is written there to their friends who have not read them. If the children want, they may even make notes of the most important ideas on the sheet of paper. The participants are given 15 – 20 minutes for the completion of this task. c) When the kids are through with reading their respective Articles, they are again split into groups in such a way that children who have been reading the same Articles should appear on the same group, i.e. the ones who have been reading Articles 1-6 form the first group, those who have been going through Articles 7 – 12 form the second group and so on. d) The children are given 10 – 15 minutes to discuss the Articles they have read within the newly formed groups, share the major ideas with the members of their own group and try to work out whether they understand the content of these Articles in the same way. e) Then the children from different groups come together and form a ring and the first group is asked to make its presentation covering the first 6 Articles of the Convention. After the presentation, the children are encouraged to ask questions, state their opinion, etc. Then presentations are made by the second and every next group. 3. “The rights are important to me” Duration: 30 – 40 minutes Tools: the Universal Declaration of Human Rights (one copy for each participant) (Supplement 11. The Universal Declaration of Human Rights), blank sheets of white paper, glue and scissors. a) After the presentations and the subsequent discussions, the instructor asks each child to select from the Universal Declaration of Human Rights six Articles which, in the opinion of the child, are most important. These Articles have to be clipped out and pasted in the order of priority on a sheet of paper (it would be even better if the kids are asked to paste them in their personal books). The rights shall be pasted in the order of priority, i.e. first the most important rights and then the ones carrying less importance. In such a way the kids will produce their own ranking scale of rights. b) Then the children are grouped in pairs, each child takes a chair, sits down in front of his/her partner and discusses with the partner the Article which appears to occupy the first position on their ranking scale. First speaks one child and the other one attentively listens. The speaker must mention the reasons why he/she decided to attach the highest importance to that particular right being discussed. Then the partners exchange their roles and now the second one speaks about his/her choice and the first one listens. After 4 – 5 minutes, the instructor tells the children to exchange partners with other pair sitting on the right. Now the partners of newly formed pairs speak with each other about the second right on their ranking scale and the motives of their choice. After another 4 – 5 minutes, the instructor again asks them to exchange partners and speak about the third right and so on until the children will have discussed all the six Articles.

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c) Afterwards the children are asked to come together and form a common ring again. They speak about the Article they have pasted on the first position of their ranking scale and the right declared in this Article and also explain the motives of their choice. 4. “The elephant fight” Duration: 15 – 20 minutes a) The children have spent a lot of time speaking and reading, therefore, the session may be finalized by an active and jolly game called “The elephant fight”. b) The instructor marks in the room a line (it may be a floor plank or a threshold) that will delineate “the frontier of the elephant battle field”. The children are divided into two teams. Two players from each team come up to “the frontier”, start pulling each other and try to make the rival cross the “frontier” line. The game is won by the team which manages to make more rivals cross the line. At the end of the session, the children again receive their personal books where they are asked to record their thoughts and feelings associated with the session and enter the human rights they have learnt during the session.

Session 5. “Who protects my rights”? Purpose: teach the children to protect their own rights and the rights of others. Goals: 1. Provide the children with information on where they could apply for help in situations when their rights are being violated or somebody is doing them wrong. 2. Develop in children a sense of responsibility and the ability to sympathize with others and be willing to help them. Tools: blank sheets of white paper, writing utensils, large sheets of paper/a writing board, a small ball, the Convention on the Rights of the Child and the Universal Declaration of Human Rights (Supplement 11. The Universal Declaration of Human Rights). Advance preparatory arrangements: the instructor shall prepare for the session in advance and search for the information on different institutions in charge of protecting the child and human rights. It is advisable that the instructor should draw a list of the major institutions of the type and later expose this list in the Child Day Centre classroom. Session plan: 1. “Violation of rights” Duration: 25 – 30 minutes

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Tools: a large sheet of paper/a writing board, the Convention on the Rights of the Child. The instructor tells the children the story of a boy who is constantly beaten by his parents: “ I am 14 years old. My father is apt to have frequent fits of rage. It generally happens after his quarrels with my mom. I really don’t know what makes them quarrel but each time they do my father starts whipping me with a belt. He keeps lashing me on the back, arms, legs, head ... Each time I fear he’ll beat me up to death. I can’t make it out why he is treats me that way − I have done him no wrong, I try to study well, help my mom, never cadge money. Whatever I do, he keeps hurting me over and over again”. Then the instructor asks the children: 

Does the boy from the story deserve being beaten?



What feelings must that child experience when he is being whipped by his father?

The instructor lists on a large sheet of paper/a writing board the feelings named by the children: shame, loneliness, anger, helplessness, humiliation, fear, etc. b) Then the instructor hands out to the children the copies of the Convention on the Rights of the Child and asks them to find the Articles which show what particular rights of the child have been violated in this particular case and the Articles which protect the child from violence and exploitation? c) The instructor asks the children whether they know what institutions could protect the child in a similar situation. Where would the children apply for help or who would they approach if they themselves had been in a similar situation? 2. “A journalist goes missing!“ Duration: 30 – 35 minutes Tools: the Universal Declaration of Human Rights (Supplement 11. The Universal Declaration of Human Rights), writing utensils and blank sheets of white paper. a) The children are split into smaller groups with 3 – 4 kids in each group. Each group is given a blank sheet of white paper and writing utensils. b) The instructor tells the children the following facts: “You are a journalist. You wrote an article which infuriated one person who occupied a high position within the society. Next day some strangers broke in to your house and kidnapped you. They beat you up and imprisoned you in a solitary cell. You have been kept there for a couple of moths already. Nobody is aware of your whereabouts and nobody can offer you help”. In this particular case, several fundamental human rights were violated. The instructor asks the children to refer to the text of the Universal Declaration of Human Rights and sort out the exact Articles which were violated. c) Afterwards each group is given a task to write a letter to the journalist specifying the exact rights which were violated and the organizations which could help the journalist. c) When the children are through with their letters, they are asked to read them out. The instructor writes down on the sheet of paper/the writing board the list of institutions specified by the children. d) Then the instructor talks with the kids about the two situations they have discussed, i.e. the one with the boy and the other with the journalist, and notes that both the rights of the child and the adult person were violated. One

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can hardly expect that either the boy or the journalist would be able get out of the situation on their own, without any external help. It often happens that people are impelled to seek help of other persons they trust and/or organizations in charge of protecting children and adult persons or their rights. e) Afterwards the instructor introduces to the children the list of major state institutions as well as public and non-governmental organizations engaged in the area of the child/human rights and involves the children in the following discussion: •

What are these organizations and what do they do?

•

Which of them operate in your location or close to it?

•

In what cases can you apply to these institutions and how can they help?

•

Whom else can the children approach when they need help – their parents, teachers, the social pedagogue, the employees of the Child Day Centre, etc.?

•

Why is it necessary to seek help? Is it disgraceful to ask for help?

The instructor notes that the list of these organizations will be exposed in the classroom of the Child Day Centre. 3. “Look sharp!“ Duration: 10 – 15 minutes Tools: a small ball. The participants stand up forming a ring. Each child selects any of the child rights and loudly names it (each child shall select a different right). The child has to memorize the rights he/she has named. Then one of the players (or the instructor), having named loud the right, throws a ball at the player who has selected this particular right. This child has to catch the ball and name another right and so on. If any of the players makes a mistake, i.e. calls the child by name or throws the ball at the wrong child, the player falls out of the game. The game is won by the children who have plaid the longest. At the end of the session, the children again receive their personal books where they are asked to record their thoughts and feelings associated with the session and enter the organizations which protect the child and human rights.

Session 6. “Stereotypes in our Life” Purpose: Development of children’s respect and tolerance for differences. Tasks: 1. To form children understanding about equal rights of everyone. 2. To develop the children’s tolerance for differences. Tools: paper slips with incomplete ideas (Supplement 12. “If I was...”), pages with a task description of “Stereotypes in our life” – the number of copies is equal to the number of participants ( Supplement 13. “Stereotypes in our life”), writing tools, Convention on the Rights of the Child, Universal Declaration of Human Rights (Supplement 11. Universal Declaration of Human Rights).

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Session plan: 1. “If I was...” Duration: 15 – 20 min. Tools: paper slips with unfinished ideas (Supplement 12. “If I was...”). a) All participants sit in a circle. The instructor invites children to go to a fantasy land where everything is possible – you can turn into anyone you wish. Every child draws a paper slip with unfinished sentence, and finishes it. If the number of participants is not too high, the game can be repeated several times, by drawing new slips each time. b) After the game, the instructor asks children if they have noticed that each of them had a different understanding of who he would like to be. Did everyone notice what favourite animals, broadcasts, cities etc. each of them has? Was it interesting to find out the way people think about the things they like? It is important to emphasise for children that all of us are different, but when we talk about the rights – we all are equal. Unfortunately, in our daily life we often encounter people whom we reject due to our preconceived attitudes. The instructor tells that children may get assured about it themselves, and invites all children to the journey. 2. The Journey Duration: 50 – 60 min. Tools: sheets with the task description – the number of sheets is equal to the number of participants (Supplement 13. “Stereotypes in our life”), writing tools (for each child). a) The instructor distributes sheets with tasks and writing tools to children. The children have to imagine that they are travelling by train: “You take the train “European Express”. Your journey from Lisbon to Moscow will last one week. You are travelling in a compartment which you will share with three another persons. You will probably travel with some of the people on this list: 1. Serbian soldier from Bosnia; 2. Chunky Swiss financier; 3. Georgian DJ, seemingly he has lots of money; 4. African woman selling leather articles; 5. Young HIV-infected artist; 6. Romany (Gypsy) just released from prison; 7. Basque, regularly travelling to Russia; 8. Byelorussian Goth; 9. Blind musician from Austria, playing accordion; 10. Ukrainian student not willing to travel home; 11. Romanian woman having no visa, with one year child on her hands; 12. Skinhead (neo-Nazi) from Sweden, continuously drunken; 13. Medium aged Holland woman, an aggressive feminist; 14. Wrestler from Ireland, going to football match; 15. Polish prostitute from Berlin; 16. Farmer speaking only in French, with lots of smelly cheese in his bag; 17. Chechen refugee travelling from Libya. b) Each child works individually – he has 10 – 15 min. to select three persons with whom he would prefer travelling the most, and 3 persons with whom he would dislike travelling. Then, everyone briefly presents the selected people, and motivates their specific selection. c) Later, the instructor divides children into teams of 3 – 4 persons. In the teams, children work together – they present each other their chosen three persons with whom they would prefer travelling, and motivate their selections. Later they present another three people with whom they dislike travelling, and motivate their choice. d) The instructor encourages children to try in their team to select three persons common for all the team, most preferred by everyone to travel with, and 3 least preferred ones. The team has to name the reasons of such selection. The time for this task is 30 min. Later, all teams present their selections for the entire group members. e) Questions for discussion: - What was the most complicated in this task?

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To which extent the discussed situation is realistic? What ideas and emotions were aroused for children when they were viewing the list of possible cotravellers? Where there any people on the list causing disgust, anger, fear etc.? - Where these ideas and emotions come from, and why? - If the group did not arrive to a common conclusion, with whom they should travel, and with whom they should not, then why did that happen? - How would the children feel if someone would not like to travel with them (if someone would include them into the list of three least preferable)? The instructor asks kids if people in the list have the same rights as all the rest? Can they use their rights always and everywhere? If not, then why? f) The instructor hands out to children the Convention on the Rights of the Child, and the Universal Declaration of Human Rights, and encourages them to search for articles/sentences stating that everyone has equal rights irrespective of the circumstances. Then the instructor discusses with children:  Why so often the human rights are violated because of the people's appearance, of events in their life etc.?  What does it mean “stereotype”, “preconceived attitude”?  Why they get embedded in the human mind so easily, and have such a big effect on them?  What samples of stereotypes can children provide?  Do these stereotypes affect behaviour of children in respect of certain people? Why?  What should one do to be friendlier, more sincere in respect of each other? In the end

of the session, children in their book may write ideas, feelings etc., caused by the session.

Session 7. “Power Station” Purpose: development of problem solving skills of children. Tasks: 1. Embedding the knowledge about children and human rights, gained during the previous sessions. 2. Development of children team work skills. Tools: long rope, scissors, white sheets of paper (A4 format), writing tools, adhesive tape, thread ball. Advance preparation: the session room will be a power station. The rope is extended across the entire room; its ends are tied in two different corners of the room, in approximately 1 m above the floor. This will be the electricity network. The rope should not be too tight as during the session it will be cut and tied again. Before the session, you may write ‘Power Station’ on the door of the room. Session plan: 1. The Human Machine Duration: 10 – 15 min. a) The instructor asks children to stand into the circle. He tells children they have to control a big human machine by using their body parts and different sounds. The instructor asks one child to help him (the instructor himself may start, as well) – the first person must begin showing any type of the movement (e.g., imitate driving the bicycle or car; lift and lower his arm, tread his legs etc.) and make some sound (e.g., whistle; sing any sound, tell a syllable etc.). b) Then the instructor asks the second child to come up to the first child, stand next to him or touch him, and invent his own movement and sound. Later other children come up and join the “machine” with their own sounds and movements. Finally, all children have joined the “machine” with their sounds and movements. Then the instructor may “adjust” the “machine” – e.g., tell it to work louder, or more silently, slower or faster.

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2. Power Station Duration: 50 – 60 min. Tools: long rope, scissors, white sheets of paper (A4 format) (6 pages per each participant), writing tools, adhesive tape. a) The instructor and the children sit into the circle. The instructor gives every child 6 white sheets, and writing tools. He encourages children to remember various events related to violence they have faced at school, in a club, in the yard, in the street etc. The instructor encourages children to think about different manifestations of violence – abuse, name-calling, fight, pushing, slander, offensive words, sexual abuse, harassing etc. b) Let children think about at least three such cases and describe each case briefly, in few (3 – 5) sentences on a separate sheet of paper. c) When children complete the cases, the instructor collects all sheets, folds them in half, and hangs on the “electricity network”, i.e. on the rope. Children may assist. Distance between the sheets should be about 50 cm. Sheets can be fastened with adhesive tape so that they sit firmly in their place, and won’t fall down. d) When all the sheets are in place, the instructor announces children that today they will work in a power station. He divides children into two groups and explains that emergencies often happen in the power station – the power station begins to generate negative energy thus causing danger to children and people (by telling this, the instructor takes scissors and cuts the rope between the two first pages with situations described by children). The instructor tells to children that they – the experts of the human and child rights – may help to avoid danger, and make the power station to generate the positive energy. e) The instructor explains children that when he cuts any place of the rope, the danger arises. When the children see the rope is cut, one child from each group must come up, take two ends of the cut rope, and temporarily join them to make energy flow in “electric network”. Then other children come and remove two pages with problems closest to the rope cut, and read the cases aloud – one child reads the first problem for his, i.e. the first group; another child reads the second problem for his group, i.e. the second. f) From the minute the problems are read aloud each group becomes responsible for them, and must think a way of solving these problems. Each group has 5 – 10 min. for discussion on what can be done that the situation described in the sheet would not reoccur again. g) After 5 – 10 min. each group briefly refers about the solutions they offer, write it down on a blank page, and give it to the children who are holding the ends of the “malfunctioning electric network ”, i.e. the cut rope. The instructor announces that children already can repair the “network” – they can tie the ends of the rope and replace the problem-sheets with the solution-sheets. The instructor hangs the sheet with the description of problem situation on the wall (all pages with situations are hung one under another). h) Then the instructor comes up to another two pages with situations, and cuts the rope between these pages. Again one child from each group runs up, takes the rope ends, connects them, and removes the sheets with situations. Situations are read aloud, and groups again search for possible solutions. Solution-sheets are hung in place of sheets with situations, the rope is tied. Situations are hung one under another. This way all problems from the rope are solved. i) When the groups solve all problems, the instructor takes the solutions from the rope, and hangs them at the sheets with problems. This way, children can see that they are not helpless – that they are able of finding many ways out and the solutions of conflicts, problem situations, if only they attempt doing it. j) Children and the instructor sit in a circle and discuss the session. The instructor then asks children: o How did the children feel during the session? Did they like it? Why? o What cases of violence did children think of in the first place, and most often? Why? o Did they like all solutions about solving these problems? Which solutions did they like, and which they did not? Why? o Can children do similar things in real life as they were described in the solutions? o What difficulties children might face when implementing these solutions? o What human and child's rights are violated when we face violence? 3. Friendship Network Duration: 10 – 15 min.

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Tools: Thread ball. Its size should correspond to the group size: the bigger the group, the bigger ball it needs. a) Everyone sits in a circle. The instructor takes a thread ball, wraps the thread end around his finger; then throws the ball to one of the children, and thanks him for something (for instance, “Thank you for active participation in all sessions about the child’s and human’s rights. Without you, the sessions would not be so interesting”). The child who caught the ball, wraps the thread several times around his finger, and throws the ball to the fellow group member, in turn, thanking him. This way the ball goes to all children. Then, everyone is offered to have a look to the thread network – the network of their mutual relations and friendship. In the end of the session the children may write feedback into their book: ideas, feelings etc.

Session 8. “See Your Possibilities” Purpose: Development of children’s tolerance and respect to other people. Tasks: 1. 2.

Development of children’s tolerance for the disabled. To teach children to respect themselves and the surrounding people, accept themselves and the surrounding people as they are. Tools: paper sheet and a pen for each participant of the session; Universal Declaration of Human Rights (Supplement 11. Universal Declaration of Human Rights), Convention on the Rights of the Child, cards with tasks (Supplement 14. See Your Possibilities) – number of the cards must be equal to the number of session participants; the bag containing the following items: cabbage or salad leaf, pencil, crayons, tree leaf, coloured paper sheet, bottle of water. Advance preparation: before the session the instructor must prepare the bags with the enlisted items (cabbage or salad leaf, pencil, crayons, tree leaf, coloured paper sheet, bottle of water). The number of bags should be twice less than the number of children in the session. Session plan: 1. Spot on the Ground Duration: 10 – 15 min. a) The instructor explains to the children that for this game they will need 9 spots they have on their bodies, i.e. 2 legs, 2 hands, 2 elbows, 2 knees and a forehead. The instructor explains that he will tell any number between 1 and 9, and children have to touch the floor with as many spots of their body that their sum is equal to the number told by the instructor. Then the instructor asks children to stand within a certain distance one from another so that no one is disturbed. The instructor tells any number, and children try touching the floor with their “spots” as soon as possible, to make this number. b) After several numbers the instructor asks children to group into pairs. Now each pair has 18 spots, and the instructor tells the numbers from 2 to 18. Children pairs have to make a necessary number from their spots as soon as possible. Later the game can be repeated several times in the groups of 4 children – such group will have 36 spots, and the instructor tells numbers from 4 to 36. 2. My Possibilities Duration: 50 – 60 min. Tools: Paper sheet and pen for each participant of the session; Universal Declaration of Human Rights (Supplement 11. Universal Declaration of Human Rights), Convention on the Rights of the Child, cards with tasks (Supplement 14. See Your Possibilities) – the number of the cards must be equal to the number of session participants; bag containing the following items: cabbage or salad leaf, pencil, crayons, tree leaf, coloured paper sheet, bottle of water. a) In the beginning of the session the instructor tells children that today they will discuss three physical disabilities: blindness, deafness and muteness. He hands out paper sheets and pens to the children. The instructor asks children to contemplate for several minutes about the behaviour they wish and not wish to encounter, if they have one of several of these disabilities. The children should briefly write down their ideas on the paper sheets. Then the

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instructor asks children to think and write on the paper sheets the things they would fear most if having a disability. When children complete the tasks, the instructor asks them to put the sheets aside, and find a pair for themselves. b) One of the pair will be a “guide”, and another – a “blind”. The “blinds” have to close their eyes or get blindfolded. The “guide” all the time is in charge for the “blind’s” safety. But he cannot tell anything to the “blind” – only to answer “yes” or “no” to his questions. c) When children decide who will be a “guide” and a “blind”, everyone goes to walk around the room. If possible, you can also go outdoors, climb up and down the staircase etc. Meanwhile, the instructor places the bags with all the tools on the children's chairs. After a walk the “guide” comes up with the “blind” to any chair with a surprise – a bag – waiting for him. d) The “blind” has to guess what is in the bag. He puts his hand into the bag, and makes guesses about the things in it. The “guide” writes down his guesses. When all things are analysed, the “blinds” open their eyes and check what really was in the bag. e) Everyone sits in a circle and speaks about their feelings – what was the most unexpected, what feelings children had in the roles of “guides” and “blinds”. f) Then the instructor tells that children have to swap the roles – the “blinds” now become the “guides” and the “guides” will be the “mutes”. The instructor hands out the cards with tasks to the “mutes” ( Supplement 14. See Your Possibilities), which they cannot show to the “guides”, and the “guides” get a paper sheet and a pen. The task for the “mutes” is to read the contents of the card and try explaining their problem in the card to the “guide”. They cannot neither write, nor speak, nor draw. The “guides” have to write down on paper what they understood from the story of the “mutes”. g) When the story is over, the “mute” may show his card to the “guide”. All children return to the common circle and discuss their success in explaining the problem, the difficulties of the “guides” in understanding it, the reasons, and the results. h) Then the entire exercise is discussed: o What did every child feel during the session? o What was the most difficult? What was funny, what was shocking? o Was it difficult to trust the “guides”, and was it difficult for the “guides” themselves to justify the trust? o Did children succeed in guessing all items in the bag? How many children dare to open the bottle and taste what’s inside? o Were some children disappointed when, trying to explain the problem, they realised the “guide” has difficulties in understanding them? o Did the “guides” feel uneasy about being unable of understanding the “mute”? Let the children take their sheets where in the beginning of the session they had written about fears of being disabled. The instructor asks:  Were any of the written fears confirmed during the session?  Did the “guides” try to help to their wards? How?  How did the wards accept the assistance?  Was it easy to understand how much of the help is needed?  What was the most surprising during the session? The instructor encourages children to recollect the statements of the Convention on the Rights of the Child and Universal Declaration of Human Rights: every human has equal rights irrespective of being disabled or elderly healthy. Then the instructor asks the children: o Do they know any blind, mute or deaf people? What, in their opinion, the life of these people is? What is the attitude of other people to them? How much the environment is friendly for people with disabilities? Why? o What we should do to ensure the equal rights of the disabled, and environment where their dignity is respected? What each of us can do about it? o The instructor may hand out the Convention on the Rights of the Child and Universal Declaration of Human Rights to the children, and encourage them to find articles of special concern for the disabled children and adults. o How each of us should behave to help defending the rights of every human, including the disabled?

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3. “The Leaflets” Duration: 15 – 20 min. Tools: small paper leaflets – the number of leaflets should be one less than the number of participants. a) Everyone stands in a circle, leaflets are placed into the middle of the circle, on the ground (the number of leaflets is one less than the number of participants). The instructor explains the rules: everyone will dance (preferably accompanied by music); when the instructor tells “the ears” – everyone has to grab the ear of someone standing next to him; when the instructor tells “the noses” – everyone has to grab the nose; “the hand” – the hands; and when he tells “the leaflets” – everyone has a hurry up for one leaflet from the ground. Who stays without a leaflet, he falls out of the game. When one player falls out, all the leaflets go back to the floor in the middle of the circle, one leaflet is removed so that their number again is less than the number of players. The instructor continues with “the ears”, “the leaflets” etc. In the end of the session children may describe their ideas and feelings in their books.

Session 9. “Struggle for Power and Wealth” Purpose: Helping children to understand the concept of inequity due to unequal distribution of power and wealth. Tasks: 1. To form the children’s comprehension about the reasons and consequences of poverty. 2. To develop the feelings of equity, and human dignity and tolerance. Tools: 2 – 3 pairs of stockings, coins (can be replaced by used buttons, pebbles), large paper sheets, pens, paper sheets (A4), writing tools. Advance preparation: before the session the instructor scatters coins (buttons, pebbles) on the floor. Session plan: 1. Mirror Duration: 10 – 15 min. a) Children sit in pairs face-to-face. One of the children has a “mirror” role – he has to mimic everything another child will do. In five minutes children swap the roles. The instructor must warn the children that the one making movements or grimaces, should do it slowly so that the “mirror” has time to repeat everything. 2. Struggle for Power and Wealth Duration: 50 – 60 min. Tools: 2 – 3 pairs of stockings, coins (can be replaced by used buttons, pebbles), large paper sheets, pens, paper sheets (A4), writing tools. a) The instructor explains to the children that they are the World Society which has to share power and wealth among themselves. The instructor explains that the purpose of children is to collect as many coins as possible from the floor. But there is one important rule: children can not push each other when collecting the coins, for instance if they want to snatch the coins from another child etc. If the instructor notices such behaviour, he will take away one coin from the transgressor. b) The instructor gives 10 – 15 coins for 2 – 4 children in advance. For 3 kids he assigns the role of “immigrants”. The “immigrants” will have to sit aside, and will not be able of collecting money. The instructor also selects 2 – 3 children to whom he gives a pair of stockings. Children have to put stockings on their hands and keep them until the end of the coin collection. Then the instructor says “Start!”, and all children dash for coins. c) When all coins are collected, the instructor asks children to count their wealth. The coins indicate their wealth and power, i.e. the extent in which the children can satisfy their wishes and needs (e.g., paying for studies, buying food, having a suitable place for living etc.). The instructor explains to children that:

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o If a child has 10 and more coins, he can satisfy all his basic needs and most of his wishes. o If a child has 5 – 7 coins, he can satisfy his basic needs. o If a child has 4 or less coins, he will be unable of satisfying neither his wishes nor needs. d) The instructor asks the children to tell aloud how many coins each of them has collected. When children show their wealth, the instructor says that if anyone of the kids wants, he may share his coins with other children, but this is not mandatory, and it depends only upon the willingness of a child. Those of who will share their coins will get an honoured nomination of “helper” and their names will be included in the merit list of “helpers”. e) The instructor lets children to think for 3 – 4 min. whether they want to share their coins with those who have collected the least amount of them. If any of the children donates part of their coins, the instructor writes his name in large letters on the large sheet of paper, or on the board. f) When the children divide the coins, the instructor tells that now they will play a society concerned about solving the problem of inequality. The instructor forms 3 groups by dividing children according to the number of coins they have, i.e. the group of “big wealth and power” including children with the highest number of coins, group of “medium wealth and power” including children with less coins, and the group of “poverty and limited power” with the least coin number. The instructor will assign one “immigrant” for each group. Each group will receive a sheet of paper, and a pen. Children have to discuss between themselves how to divide their coins, to reduce poverty in their society. Each group has to think about: o What they should do in this case; o What the group is intending to do; o Why precisely the method of a certain group will ensure justice in their society? Method invented by each group about solving the wealth inequality should not be very thorough and lengthy – it is most important to plan the main possible steps. g) After each group has prepared a ready scheme, one child from each group briefly presents it by explaining the things that could be done. The instructor briefly summarises the main points that should help to solve a problem, on the large sheet of paper or on the board. h) After all children present their scheme, the instructor tells children that now they have to vote, and select a method proposed by one group for solution of wealth inequality problem. Before voting, the instructor tells that: o each member of “big wealth and power” group has 5 votes; o each member of “medium wealth and power” has 2 votes, and o each member of “poverty and limited power” has 0.5 vote. Then the instructor presents each one method and asks the participants to vote. The instructor counts the votes for each method. Then he announces the winning method. Children must act according to the winning plan. i) The instructor discusses the session with children: o What feelings the collection of coins caused, especially for children who had stockings on their hands? Is it fair and honest? To which group these children were later attributed – the “big wealth and power”, “medium wealth and power” or “poverty and limited power”? Why? o How did the children feel when they saw that some of the kids received some coins in advance? Is it fair and honest? To which group these children were later attributed – the “big wealth and power”, “medium wealth and power” or “poverty and limited power”? Why? o Were there any children who later shared their coins? Why did they do so? Did they want to be praised and entered into the honoured list of “helpers”, or for other reasons? o How did those to whom the coins were donated, feel? o How did the children playing the “immigrant” role feel? Are there any people in the world which are totally unable of participating in the distribution of power and wealth? What people are they? Here, the instructor should discuss social exclusion with children – about people remaining outside the life of society, who have no place to live, no job etc. o What help plan for reduction of wealth inequality was prepared by each group? Are these plans different? How? Did the amount of money collected by the group affect the plan? o How did the children feel when they found out that their rights will be not equal when voting – some of them will have more, and others will have fewer votes? Which group got the highest amount of votes and which would get the least? Does that happen in real life? o When we face such situations like the one in the session, are the human rights violated? If yes, then which ones?

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Has the life and destiny of poor people to be a concern of the rich? Why? Do children know examples when the rich people donate money for the poor? Can the poverty problem be solved this way? What should be done by the state, by society and every of us to ensure equal conditions for all irrespective of their wealth and position? Is it important to behave politely, properly and with dignity with each person irrespective of his wealth, or not? Why?

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3. Movements Duration: 10 – 15 min. a) The instructor explains to children that now they will play a game where the children have to imitate all movements shown by the instructor. But there is one movement which is prohibited (the instructor may think which one – e.g., jumping on one leg, applauding etc.). He shows this and once again reminds that children may not repeat it. b) The instructor begins showing various movements, children repeat after him. From time to time, the instructor shows the prohibited movement. The children who repeated the prohibited movement following the instructor, or who just started repeating it, have to leave the game, or become the leaders themselves. The pace of the game can be changed – at first, all movements should be done slowly, later increasingly rapidly. In the end of the session children may describe their ideas and feelings in their books.

Session 10. “Horoscope” Purpose: To understand the causal realations between the violations of human rights, and various social problems. Tasks: 1. To develop the children's ability of seeing the reasons of various social problems and the ability of solving them. 2. Development of children's empathy, compassion and strive for help. Tools: 12 cards with Zodiac signs (Supplement 15. Zodiac signs), 12 cards with life descriptions of various people (Supplement 16. Life descriptions), one sheet of paper and a pencil for each participant of the session, large paper sheet or a board, pens, adhesive tape, cards with faces-emoticons (2 for each emotion cards. The number of cards must be equal to the number of the session participants), a pair of cards for 2 participants. Name of the emotion must be written on each face-emoticon (sorrow, joy, anger etc.). Advance preparation: cards with Zodiac signs (Supplement 15. Zodiac signs) and life descriptions (Supplement 16. Life descriptions) must be prepared and cut. The instructor must prepare 3 sets of cards each containing 4 cards with life descriptions and 4 corresponding Zodiac signs. Card sets must be placed to separate envelopes. Session plan: 1. Pass On Duration: 10 – 15 min. Tools: Any 2 round items (e.g., balls, apples etc.). a) Children are divided into two teams. Each team stands into a queue, one after another. The team has to pass on the round item from the end of the queue, to the beginning. The team members cannot use their hands – they only can keep the item by their chin, or shoulders. If the item falls down, it must be returned to the beginning of the queue, and start his “journey” all over again. The winner is a team which completes the task faster. 2. Horoscope Duration: 50 – 60 min.

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Tools: 12 cards with Zodiac signs (Supplement 15. Zodiac signs), 12 cards with cards with life descriptions of various people (Supplement 16. Life descriptions), one sheet of paper and a pencil for each participant of the session, large paper sheet or a board, pens, adhesive tape. a) The instructor talks with children about horoscopes. Do children like reading them? Do they believe them? What is most often described in horoscopes? The instructor tells children that now they will have a possibility of creating horoscopes themselves. b) Then the instructor divides children into 3 small groups, and hands out an envelope with the card sets for each group. Children have 20 – 30 min. to prepare a horoscope for people whose stories are described in the cards. They must write down their horoscope into the horoscope cards. Children should be inventive, use their imagination, and of course, the people's life descriptions to describe the life of each person on the next year. c) When children complete the task, they all sit around, read the life description and then a horoscope created for that person. Later, the cards with life descriptions and created horoscopes can be fastened with adhesive tape on a large sheet of paper, and displayed on the wall for all children to see. d) The instructor asks children how did they create horoscopes – what influenced the children when creating the future of each person? What main problems are discussed in this case? It is poverty, and violations of human rights. Then, poverty, and violations of human rights are discussed with children: • What poorer people are in our country? Are there any stereotypes related with poverty? What are these stereotypes and why did these particular stereotypes were formed? • What does “the poverty” mean? • Why some people are rich and others are poor in our country? • What possibilities exist to get out of poverty – lottery winning? Inheritance from a rich relative? Education? Diligence? What else? • Is it easy to get out of poverty? Can a man, born in a poor family, later become very rich? What does he need for that? • What possibilities do poor people have? What possibilities do rich people have? • Can poor people be blamed for being poor? Or maybe it is their destiny? Maybe this situation results of human rights violations? • Most often poverty is associated to us with poor health, unemployment, hunger, lack of education. Are they stereotypes; is there any logical link between poverty and these phenomena? If yes, why, how it manifests? • How do people in general behave with the poor? Is it just? Doesn't it violate the human rights? If yes, then which ones? • What can people, community, society and the entire country do to avoid all the discussed problems? 3. Find Your Emotion Duration: 10 – 15 min. Tools: Cards with faces-emoticons (2 for each emotion cards. The number of cards must be equal to the number of the session participants (a pair of cards for 2 participants. Name of the emotion must be written on each face-emoticon (sorrow, joy, anger etc.). a) The instructor thanks children for participation in the session hoping that everyone understood that in the attempt of improving life, fighting for equal rights, it is important for people to work and to fight together. Each of us feels better when he is not alone, when he has somebody he can rely on. Therefore the instructor invites children to find themselves a pair. He comes up to the children with emoticon cards. Every child draws a card; he cannot show his card to others. b) After handing out the cards, the instructor tells children that now they will have to find their pair, i.e. someone who has drawn the same emotion. But children cannot talk – they must demonstrate the emotions on their faces: e.g., if you drew a card with a sad emoticon, you should make a sad face; if your card was joyful – you should make a joyful face etc. Then, children have to walk around the room and look for friends with similar faces. When finding a friend, a child asks if his emoticon is the same. This way everyone finds a pair. After the game you can talk with children about how it was, were they happy when they finally found their pair.

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In the end of the session the children may describe their ideas and feelings in their books.

Session 11. “Equal Opportunities” Purpose: to form an attitude that all people have equal opportunities irrespective of their gender. Tasks: 1. To discuss the concepts of equal opportunities and discrimination. 2. To teach children of critical thinking. Tools: 30 – 40 matches (or twigs, pebbles etc.), Situation cards of the Equal Opportunities exercise (Supplement 17. Equal Opportunities), any map with visibly marked roads, mountains, rivers etc. Advance preparation: the instructor has to prepare for the game “Jewel Quest”. Before the game he must hide 30 – 40 matches (or twigs, pebbles etc.) in the session room. Session plan: 1. Jewel Quest Duration: 10 – 15 min. Tools: 30 – 40 matches (or twigs, pebbles etc.) a) The instructor divides children into two groups. One group will be the “cats”; another will be the “pigs”. Each group will elect a leader. The groups will compete about finding more “jewels”, i.e. the hidden matches (or twigs, pebbles etc.). Everyone will be looking for matches, but only the leaders can pick them. The groups may only communicate by cat mewing or pig grunting. Upon finding a match, the ordinary “pig” can call the group leader by grunting, and must also try preventing to be overheard by the “cats”, as the “cat” leader may run up faster than the “pig” leader, and grab the match first. The “cats” have to do the same: also call their leader, and prevent to be overheard by the “pigs”. The team which collects more “jewels” is the winner. 2. Equal Opportunities Duration: 50 – 60 min. Tools: situation cards for the game ‘Equal Opportunities’ (Supplement 17. Equal Opportunities), any map with visibly marked roads, mountains, rivers etc. a) The instructor asks children to remember the session about stereotypes. Such stereotypes are related also with our gender. For instance, probably most of us know the saying “boys don't cry”, or “women are bad drivers” etc. The instructor induces children to think and provide more stereotype examples related to gender. b) The instructor divides children into pairs or groups of three. The instructor allows drawing two situation cards of the Equal Opportunities exercise for each group (Supplement 17. Equal Opportunities). The instructor asks children to read the situation and discuss it, especially paying attention why such a statement is made. Then every small group should think of an opposite statement, i.e. about changing the discrimination into equality. c) The pairs or groups present their statements or invented opposite statements, “restoring” the equality. The instructor discusses with children:  What does the term “discrimination” mean?  What does the term “equality” mean?  Why we need equality? Why it is important for us? Why we should seek it?  What benefits does the gender equality bring for men and women?  Are the gender-related stereotypes common in our society? Why?  What can be done to avoid these stereotypes? d) Then the instructor invites children to think and imagine the ideal country of “Equal gender opportunities”. What kind of country it would be? The instructor divides children into several groups of 3 – 4 members. He shows children the maps and asks them, do they see the rivers, mountains, roads etc. on the maps? We need maps to find us the road. Instructor tells children that now they will try to create their own map – for travelling from our existing society, with stereotypes and a violated principle of gender equality, to the society where gender equality exists and

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is protected. The instructor hands out large sheets of paper to the children. Each group divides the sheet into two parts. In one part, children draw the picture of the existing society, in another – the imaginable society. Then their draw bridges, rivers, roads between these two societies, representing our way to the imaginable society where equal opportunities for genders exist. Every road, river, bridge should be given corresponding names – e.g., “The River of Respect to Every Human”, “Road of Recognition of Human Abilities Irrespective to their Gender” etc. The name must correspond to the actions, conditions, circumstances necessary for implementation of equal opportunities. e) When the groups complete their work, they present their maps to everyone. The instructor discusses the following with children: o Was it difficult to find out ways of “travelling” to the society where everyone has equal opportunities and rights, irrespective to their gender? Why? o Is it possible to build such “bridges”, “roads”, “rivers” in real life? o Can every one of us contribute so that the travel to the country of “Equal gender opportunities” would begin already today? How? What we should do and how we should behave? 3. “Stop – Go” Duration: 15 – 20 min. a) This game can be played in several stages: I. Any player can say “Stop”, and then all players freeze in the postures they were at a given moment. When everyone freezes, any player can say “Go” and all players move freely again. II. When one of the players says “Stop”, the remaining players must freeze in the same posture as that player is. When one of the players says “Go”, all remaining players must move imitating his moments. III. The group does not communicate, and makes no movements. All players have to monitor the environment, and stop when at least one player stops, and then move again when at least one player starts moving. b) The discussion can be organised after the game, by asking which stage was favourite by children, and why, and by commenting that the game indicates how different we are: some of us prefer giving verbal commands, whereas others like inducement by action, and yet the third ones like to do everything silently. Therefore, each of us can find a different place in the team, and therefore each of us can be important.

In the end of the session children may describe their ideas and feelings in their books.

Session 12. “Maintaining the Balance” Purpose: to realise the compatibility of needs, rights and duties. Tasks: 1. To teach seeking for consensus. 2. To understand the needs, rights and duties of other people. Tools: envelopes with paper notes, blanket (or non-transparent curtain, rug), two headscarves, copy of the sheet “Maintaining the Balance” (Supplement 18. Maintain the balance), writing tools, white sheets of paper (A4). Advance preparation: The instructor has to prepare in advance for the game of “Searching for notes”. He must invent any short text (e.g., “You are attaboys. You perform well during the sessions. I am happy to meet you again”). The instructor cuts the sentence into four parts, or in two parts, if he thinks it will be too difficult for the children to restore the text. He inserts a half of the puzzle into one envelope, and another half into another. The instructor hides these two envelopes in different places. Then the instructor prepares 3 – 4 envelopes for each group (there will be two groups), and inserts the instructions into the envelopes. The first envelopes will contain the instructions for searching the second envelopes; the second envelopes will contain the instructions for searching the third envelopes

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etc. The instructor hidesall envelopes, except for the first ones (he will handle them to the teams) in the respective places. Session plan: 1. “Searching for notes” Duration: 15 – 20 min. Tools: envelopes with notes. a) Children are divided into two teams. Each team receives an envelope with instructions on searching the second envelope specifically for this group. In the second envelope they find the instruction on where to search for the third envelope etc. In the last envelope, they will find half of the puzzle. The first group that finds a puzzle, must wait for another group with its part of the puzzle. Then children put the puzzle together, and read the sentence. 2. “Maintain the balance” Duration: 45 – 50 min. Tools: copies of the sheet “Maintaining the balance” (Supplement 18. “Maintain the balance”), writing tools, white sheets of paper (A4). a) The instructor tells children today they will talk about accommodating the needs, rights and duties. The instructor divides a large sheet of paper (or a writing board) into four parts, with a square inscription in the centre “My needs”. Names of the four parts are “Pupil”, “Family member”, “Community member”, “Friend”. The instructor asks children to think as many needs as possible for each part. The instructor writes all needs into the respective parts. b) When everyone shares his ideas, the instructor invites children to think about: • A case when the needs of children were different than the needs of others (what needs they were); • A case when someone’s needs were different than theirs (what needs they were). Then they discuss together:  How did the children feel in every such case? The instructor helps children to express their feelings.  Did the feelings of children change? Are they different? Would children again behave in the same way, orb differently? Why? c) The instructor divides children into the groups of 3 – 4. Each group gets a sheet with the described six situations. Children in the small group have to read all situations, and clarify the following: o With what persons do we have to seek for consensus? o What are their needs, rights and duties? In addition, the groups have to decide whether it is possible to agree in such a way that everyone would feel a winner, or somebody still has to loose? Can it be done in each described situation? In what situations it is impossible? Why? Groups are given about 20 – 30 min. d) When the time for work is over, everyone goes back to the common circle. The instructor reads aloud the first situation, then each group reads what they have written and decided – with what persons they have to seek for consensus on that occasion; what are the needs, rights and duties of people in that situation; what solution did the group find for that situation; does their solution allow everyone to win? After discussing the first situation, the instructor reads the text, and children again explain their findings when working together etc. After all situations are discussed, the group considers the following issues:  Do we often get into conflict situations?  Is it difficult to combine rights, duties and wishes in these situations? Why?  Is it necessary to seek for such combination? Maybe it is better to achieve at any cost the things you want yourself?  What does the compromise mean? Is it difficult to seek for a compromise? Why?  What skills are needed for seeking compromises? 3. “The Blanket”

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Duration: 15 – 20 min. Tools: blanket (or non-transparent curtain, rug), two headscarves. a) Children divide themselves into two teams. Their members squat or sit on the floor, in front of each other. The blanket (rug, curtain) is held between the teams in such a way that one team does not see another team. Each team has to select one person who will go ahead. These kids get blindfolded. They go ahead, and when the blanket (rug, curtain) is lifted, they must touch each other, searching for any recognition signs on clues, and guessing each other's name. The one who guesses first, takes his opponent to his team. Afterwards, another two children come out. The team who has collected all opponents, wins. In the end of the session children may describe their ideas and feelings in their books. The instructor may offer children to write down what they have learned about settlement of conflicts, about the relation between wishes, rights and duties.

Session 13. “Draw the Right” Purpose: to repeat, and strengthen the knowledge about children and humans rights. Tasks: 1. To repeat all rights of children and humans that children have learned during the sessions. 2. To form a creative interpretation of rights by the children. Tools: thread ball, 2 cards of different colours with inscriptions “Child” and “Human” (each child will get one “Child” and one “Human” card), cards with pictures representing child and human rights, or containing their text, poster with the child and humans rights, or a large paper sheet, containing the child and human rights according to a simplified sample (Supplement 2. The main rights from the Convention on the Rights of the Child; Supplement 3. The main rights from the Convention on Human Rights), large white paper sheet/board, writing tools, paper sheets (A4 format), pencils, pens, adhesive tape. Session plan: 1. “Show me the Card” Duration: 15 – 20 min. Tools: 2 cards of different colours with inscriptions “Child” and “Human” (each child will get one “Child” and one “Human” card). a) The instructor hands out one “Child” and one “Human” card to each child. Children sit in a row, and the instructor stands in front of them. The instructor mixes all cards with the child and humans rights, draws one card, shows it to the children, and reads the card aloud. When the instructor reads the right, the children, considering who is using these rights – adults or children – raise their respective cards. If the right is equally applicable to adults or children, (e.g., right to life), children have to raise both cards. 2. “Draw a Word” Duration: 40 – 45 min. Tools: cards with images representing child and human rights, or containing their text, poster with the child and humans rights, or a large paper sheet, containing the child and human rights according to a simplified sample (Supplement 2. The main rights from the Convention on the Rights of the Child; Supplement 3. The main rights from the Convention on Human Rights), large white paper sheet/board, writing tools, paper sheets (A4 format), pencils, pens, adhesive tape. a) The instructor divides children into several groups of 3 – 4. Firstly, children have to discuss among themselves and create their group name and slogan. After creating this name and slogan, children introduce it to everyone. b) Then the instructor invites one representative from each group, and silently whispers him any right of humans or children. Children go back to their groups, silently communicate the right given to them. The group has five minutes for discussion on how it will represent this right in the picture. After 5 min. the instructor says that the group members must start drawing. All group members make a joint picture together, representing the right, but are not allowed to talk between themselves until the picture is complete.

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c) Later everyone comes back to the common circle. The first group shows their picture, says if it is a human or children right, and other groups have to guess what specific right is represented in the picture. When the guess is correct, another group shows its picture etc. d) When all groups are done with presentations, the task may be repeated. Groups again are prompted one right and children discuss how to represent it, and then they draw a picture. e) After the task is complete, the instructor collects all pictures, and with the help of children, hangs them on the wall. Then everyone sits around the circle and discusses the following: o Was it difficult to represent the rights of children and humans? o How did the children decide how to represent any specific right? Where did they get images, ideas for their drawing? o Was it difficult to guess what right was represented in the picture? Why? o Did children find out anything new about children and human rights? Did they memorise them better? o How are the rights related with their own lives? o Was it difficult to draw without talking? o Did the groups provide sufficient attention for discussing the plan? Would they do anything differently now? o Did the consent or a plan later facilitate the drawing process? 3. “Crocodile River” Duration: 35 – 40 min. Tools: A4 format sheets – the number of sheets must be one less than the number of team members (there may be one or two teams). a) The instructor shows a section the team has to pass – its length is about 5 – 10 meters. He tells children that this is a “Crocodile river”, and everyone has to cross it. It is not allowed to wade across the river: it is full with cannibal crocodiles; they would immediately bite your leg or arm. The river can be crossed only by stepping on the “stone”, i.e. a paper sheet which is placed on the “river”. But one has to remember that the sheets cannot be placed just so: they must be held by hands, or stepped over by legs. If the sheet is not held by hand, or is not stepped over by the leg, it will be carried away by the stream (this sheet is taken away from the team). The task must be carried out silently, the team members cannot talk with each other. Therefore, the purpose of the team is to cross the “river” from one bank to another. The team has a limited time, e.g., 10 – 15 min. (the time is set by the instructor, depending on the team size, and the width of the “river”). b) The team has five minutes for discussion on how they will implement the task, in what sequence they will cross the “river”, how the sheets will be passed etc., i.e. they have to prepare a plan. In 5 min. the instructor handles the sheets for the team, and the team tries to cross the “river”. The instructor has to monitor if the team does not violate the rules: if the team is talking, or puts the leg outside the sheet, they lose one sheet. c) When the time for crossing the “river” is over, everyone sits in a circle, and discuss the following: o How did you succeed to prepare the plan? o How much every one of you contributed to the plan? o Was the plan successful? What issues did you miss? o What was the most difficult? o What the team would do differently now? In the end of the session children may describe their ideas and feelings in their books.

Session 14. “Scenarios of our Future” Purpose: to deepen the knowledge of children about life in society, about the rights and duties. Tasks: 1. To improve the ability of children of expressing their opinion, working in a team, and imagining their future.

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2. To teach children to understand the world as a system with open possibilities, where every young person may have both positive and negative effect. Tools: paper for drawing, large paper sheets, pens, pencils, coloured paper, illustrated magazines, different other means at hand (e.g., various beads, feathers, twigs etc.), glue, cards, photos representing your city, region several/dozen years ago (if these photos are difficult to get, you can select the pictures with different images of various places in your country). Advance preparation: for this session the instructor has to prepare ten (or another number, upon his discretion) images representing different rights of child and humans: right to study, right to his name, the family, to work etc. These pictures are quite easy to prepare: you can review various magazines, newspapers, other editions, and look there for suitable illustrations. They can be cut and glued on a suitable thicker paper or cardboard. Session plan: 1. “I'm Entitled to my Name” Duration: 20 – 25 min. Tools: newspapers, glue, scissors, pencils or pens. a) Three or more pages of newspapers are glued together. One child layers on the sheet, others draw around his contour, and then the child cuts it out. All silhouettes are placed into the pile, and mixed. Then the children sit into the circle, draw one silhouette and try to recognize, whose it is? 2. “Our Future” Duration: 50 – 60 min. Tools: paper for drawing, large paper sheets, pens, pencils, coloured paper, illustrated magazines, different other means at hand (e.g., various beads, feathers, twigs etc.), glue, cards, photos representing your city, region several/dozen years ago (if these photos are difficult to get, you can select pictures with different images of various places in your country). a) The instructor gets the photos where children can see how their living place looked some time ago. For several minutes the instructor and the children review the photos, look for similarities and differences between the places now and then. Then the instructor talks to the participants of the session about the time. He encourages them to remember how they houses, their streets seemed in the past, and how did they change. Did anything change in particular? Were there any changes that surprised the children? Were new buildings built? The instructor asks children about their opinion why these changes took place, who was making decisions about these changes, and in which way these changes were implemented? b) Then the instructor divides children into several groups, hands out papers and pens to them, and proposes to discuss the changes they would make in the environment if they were the authorities of the country. Children should write down their ideas on the paper sheets. c) When the children complete discussing the intended changes among themselves, everyone comes back to the common circle. Children tell about the changes they would implement if they were the authorities of the country. Then the instructor discusses together with children on how their changes are related to the humans and children rights. Children should be asked about their opinion whether the humans and children rights are important in decision making? Why? d) After the discussion, the instructor tells children that now there is a time for them to think in what future they would like to live, and how they may affect that future. Then the groups of 3 – 4 children are formed. Please hand out all tools for the groups necessary to make a collage. The instructor explains to the children that the collage of each group shall represent a future city. The instructor must emphasise that the future city is a city where the human rights of every child and adult are respected. Therefore the children have to think about the following in their city: o The main rights held by the population of the city. o The main duties to be performed by the population of the city. o Institutions taking care about the children and human rights. What tasks they will have to do?

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How every resident of the city may contribute to the protection of rights? Where children and people may learn about the rights of humans and children, where they can receive information about it? Time for the task: 40 – 50 min. e) After the task each group will present its future city, and tell something about it by paying special attention to the questions related to the children's and human rights. f) When all groups complete their presentations, the instructor asks the children: o How it was working together? o Did all the group members respect each other's rights, could everyone express their opinion? Was anybody injured? Was it difficult to work friendly? o What can be done already today, to make such cities appear in future as created by children – the cities where all rights of adults and children are respected? o o

3. “Answer where you are” Duration: 20 – 25 min. a) The instructor thanks children for the work they created, and invites everyone to repeat once again the rights they have learnt. One child is appointed as a seeker. He has to close his eyes (or gets blindfolded). The instructor comes up to each child (including the one with closed eyes) and tells any right from the Convention on the Rights of the Childs (the rights may not be repeated). b) All children freely walk on the ground. The seeker tells any right. If there is a child in the group having this right, he shouts: “I am here”. The “right” cannot move. Then the seeker tries to find him. If the seeker succeeds in finding, the found kid becomes the seeker. If the seeker makes a mistake, he remains as the seeker. In the end of the session children may describe their ideas and feelings in their books.

Session 15. “Our Living Place, and Rights of the Child and Humans” Purpose: to strengthen the skills of co-operation and communication between the children, and their ability of noticing and solving the problems related to violations of the rights of human and children. Tasks: 1. To discuss the variety of problems surrounding us; 2. To teach children to work in a team, to analyse problems, and to seek for solutions. Tools: one hula hoop for two players (if there are no hula hoops, they can be replaced by balloons, plastic bottles etc.), 3 containers, dark and light colouring dye, spoon, pens, paint, white and coloured paper, old newspapers and magazines, plasticine, pieces of different materials. Session plan: 1. “Balancing” Duration: 15 – 20 min. Tools: one hula hoop for two players (if there are no hula hoops, they can be replaced by balloons, plastic bottles etc.). a) The instructor thanks the children for their diligent work in the group during all the sessions, and for making efforts to work in the group, together. This is very important. Therefore, the instructor invites children to play a game which once again will prove the importance of being together, and help to each other. b) Children are divided into pairs, and all pairs are divided into two teams. Two children get one hula hoop which has to be carried to the agreed place (the instructor sets the start and finish line). But the hula hoop cannot be touched by hands. So how it can be supported? Between your waist, hips, shoulders. The winner is a team which pairs first bring all hula hoops to the agreed location. 2. “Analysis of Human Rights’ Situation”

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Duration: 50 – 60 min. Tools: pens, paint, white and coloured paper, old newspapers and magazines, plasticine, pieces of different materials. a) The instructor divides children into groups of 3 - 4. The instructor reminds children about the future cities they have created during the previous session. Then he encourages thinking about that city, or a place where the children live. Each group has to discuss among themselves: o What problems of children and human rights exist in their place? o What are the reasons for problems of children and human rights? o What are possible ways of solving these problems? The instructor gives 30 min. for this task. Children write their ideas on the paper sheets. b) After 30 min. the instructor invites children to the joint circle, and asks to present briefly the discussed topics – what problems did the groups notice, what reasons did they find? c) After the presentation, the instructor encourages a discussion among the groups about the most important problem to be selected by the groups of all the listed problems. The group has also to think about a certain way of paying more attention to this problem. Upon selecting one problem, each group has to discuss together on how it will present this problem and its solution visually? The instructor may propose various ideas for children – the children may stage a little performance, a small exhibition, make a collage, create a poem etc. Or maybe children have ideas of their own? Various tools (pens, paint, white and coloured paper, old newspapers and magazines, plasticine, pieces of different materials etc.) should be available, so that each group could use everything they need for the presentation. After explaining the task, everyone is working in their small groups. Time for the task: up to 60 min. d) When all groups complete the work, they present their projects. Then the following is discussed: o How did they succeed working in a team? o Was it difficult to select only one problem? Why? o Was it difficult to find a solution? Why? o Is it easier to think and work together? Why? 3. The booklet “Who I am, what my Rights are?” a) The instructor hands out the booklets to the children. By now, the booklets should be quite thick, and full of various ideas, drawings, contemplations etc. The instructor encourages children to review their booklets for several minutes, to read the ideas, review the pictures etc. b) After 5 min. the instructor should ask children: o What did they like the most in their booklets? o What benefits the booklets may bring to them? What is valuable in these booklets? o Did children find out more about the rights of human and children? What new things did they find out? o Do children have any more questions? Wishes? Ideas they would like to tell now? 4. “Water Pouring” Duration: 15 – 20 min. Tools: 3 containers, dark and light colouring dye, spoon. a) Two containers are filled with water, in equal levels. Light dye is put into one container, and dark into another. Time is given for the water to get coloured. The third container remains with clean water. b) The instructor explains to children that the light water means positive experience by everyone working in the group; and dark water means negative, sad experiences. Each child in sequence comes up to the containers, and pours some water from the light and/or dark container, into the container with clean water. By pouring his water, a child has to tell briefly why his water is of this colour, and why he has selected a specific number of spoonfuls.

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SUPPLEMENTS TO THE PROGRAM OF CHILDREN AND HUMAN RIGHTS STUDIES

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Supplement 1. The most important dates related to the human and children's rights DATE

HOLIDAY DECEMBER

December 1 December 2 December 3 December 10 February 21 March 8 March 21 April 7 April 23 May 15 May 21 May 31 June 1 June 4 June 5 June 26 July 11 August 12 September 8 The third Tuesday of September October 1 October 5 October 16 October 17 November 10 November 16 November 20 November 25

World AIDS Day International Day for the Abolition of Slavery International Day of Disabled Persons Human Rights Day FEBRUARY International Mother Language Day MARCH International Women's Day International Day for the Abolition of Racial Discrimination APRIL World Health Day World Book and Copyright Day MAY International Day of the Family World Day for Cultural Diversity World Non-Smoking Day JUNE International Children’s Day International Day of Innocent Children Victims of Aggression World Environment Day International Day in Support of Victims of Torture JULY World Population Day AUGUST International Youth Day SEPTEMBER International Literacy Day International Day of Peace OCTOBER International Day of Older Persons International Teachers’ Day World Food Day International Day for the Eradication of Poverty NOVEMBER World Science Day for Peace and Development International Day of Tolerance Universal Children's Day International Day for the Elimination of Violence against Women

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Supplement 2. The main rights from the Convention on the Rights of the Child

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Convention on the Rights of the Child of the United Nations is intended for children and youth up to 18 years in the whole world. The main rights of children set forth in the Convention on the Rights of the Child, are as follows: Right to life – nobody can deprive a child of this life. Right to name – when a child is born, he is given a name. Everyone must call the child exactly by this name. Right to protection and care – a child has a right to live without fear, and protected. Right to healthy development – a child has a right to live well, i.e. so that he is not ill, is happy, not hungry etc. Right to individuality – every child has a right to be as he is, as he was born. Right to nationality – a child has a right to live in, and belong to the state where he or his parents were born. Right to family – a child has a right to live together with his mother and father. Right to both parents – a child has a right to have a mother and father even if they live separately. Right to express the opinion – a child has a right to say what he is thinking. Freedom of thought and conscience – nobody can prohibit a child of telling what he is thinking, or force him to say or think differently. Freedom of religion – a child may pray in a way he has learned, or was taught, and practise a religion he wants. Freedom of peaceful associations – a child has a right to meet with other children, communicate with them, and belong to children organisations, communities. Right to private correspondence – nobody can read child's letters or diary without his permission. Right to information – a child has a right to know about his rights. A child is entitled to receive information from books, newspapers, television, and radio if this information is useful and does not harm him. Right to be protected against violence and torture – nobody can beat a child, torture him or mock, bully him. Right to production – if a child has no parents; other people may adopt him, take care of him and be his parents. Rights of refugee children – if a child has to leave his country, in another country he has the same rights as other children. He can enjoy the same rights as stated in the Convention on the Rights of the Child. Rights of disabled children – a disabled child has a right to the additional assistance and support. He can enjoy all rights stated in the Convention on the Rights of the Child. Right to health care – if a child is ill, he must get health care. Right to good standards of living – a child has a right to good standards of living. Right to education – a child has a right to attend a kindergarten school, and learn many things there. Right to practising own language – a child has a right to speak and study in a language in which he communicates with his parents, friends etc. Right to recreation – a child has a right to rest if he is tired. Right to leisure – a child has a right to have free time which he may spend playing, with friends etc. Right to be protected against economic exploitation – nobody can force a child to work torturous job, a work which is too difficult for him. Right to be protected against drugs – a child must be protected against substances that may harm him or his health. Right to be protected against sexual exploitation – nobody can touch, kiss, caress, undress etc. a child against his will. Right to dignity – nobody can treat a child in a wrong manner, or humiliate him. Right to innocence until the guilt is proven – nobody can consider a child guilty until it is proven that he has committed something wrong, bad, or has made a crime. Right to play – every child is entitled to play. All the above rights belong to each child in the world. All children are important. No one can laugh at anyone, humiliate him, or deprive any of his rights due to his race, skin colour, sex, appearance, religion, views etc.

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Supplement 3. The Main Rights from the Convention on Human Rights

• • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Universal Declaration of Human Rights protects the rights of adults all over the world. The main human rights stated in the Convention on Human Rights are as follows: Right to life – no one can deprive anyone of his life. Right to freedom – everyone is free. No one can turn anyone into a slave, imprison him, or abuse otherwise. Right to dignity – nobody can treat anyone in a wrong manner, or humiliate him. Right to be protected against torture – no one can beat a man, torture him, persecute him, laugh at him or mock him. Right to equal treatment by law – all people are equal. All rights and laws are applied equally to them. Right to public investigation of the case – if anyone is considered to have committed a crime, he cannot be arrested and sentenced just for that. Firstly his guilt has to be proven in court. Right to apply to court – everyone can apply to court if his rights are violated, or if he is charged with something. Right to innocence until the guilt is proven – nobody can consider anyone guilty until it is proven that he has committed something wrong, bad, or committed a crime. Right to personal life – everyone has his life. Other people cannot interfere with his life, change it, or arrange it. Right to residence immunity – everyone must have a place to live. The place where he lives – apartment, house – belongs exclusively to him, no one can deprive the house or apartment from a man. Right to freely move to live elsewhere – everyone has a right to freely move for living to another city, another country. Right to asylum in other country – if anyone is prosecuted, tortured in his country, if a war goes on in his country, he has a right to go to another country. The new country must help him. Right to nationality – everyone has a right to live and belong to the country where he was born, and lives. Right to manage – everyone may marry somebody with whom he wants to live, and found family. Right to property – everyone may buy and possess items, buildings, land etc., which will belong exclusively to him. Freedom of opinion and expression – everyone can practise his religion in a way he wants or was taught, everyone may practise the religion he wants. Right of expressing own views – everyone can tell what he thinks. Right to information – everyone is entitled to know about his rights. Everyone is entitled to get information from books, newspapers, television, radio provided this information is useful and not harmful for him. Freedom of meetings – everyone may create organisations, meet other people, organise meetings. Right to take part in managing the country – everyone may express his opinion about management of the state issues, election of President, Seimas etc. Right to social care – everyone is entitled to get benefits from the state where he lives. Right to work– everyone is entitled to work, and to earn money. Right to fair payment for fair work – if anyone makes the same work as somebody else, he may not be paid less or more due to his sex, appearance, views etc. Right to recreation – everyone is entitled to get a rest if he is tired. Right to leisure – everyone is entitled to free time. Right to sufficient life standard – everyone is entitled to live well, feel no hunger, be dressed, have a place to live etc. Right to education – everyone is entitled to education even while he is adult or aged. Right to participate in cultural life - everyone is entitled to attend theatres, concerts, exhibitions, museums, enjoy his public education. All the above rights belong to each person in the world. All people are important. No one can laugh at anyone, humiliate him, or deprive any of its rights due to his race, skin colour, sex, appearance, religion, views etc.

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Supplement 4. “What am I like?” Samples of sentences

In myself, I like most... When I grow up, I would like to be... My most favourite game is... I would like to find out more about... I feel sad when... At school, I'm best at... Most of all I love... My most favourite colour is... My eyes are of... colour My height is... I have ... brothers and ... sisters My hair is of ... colour I study in ... class My best friends are ... I would like to have a pet... My most favourite season is... My most favourite film is... My most favourite show is... In my free time, most of all I like... Supplement 5. “Where to Ask for Help?”

Christopher feels bad today. He has a headache, a cough, and high temperature. Christopher has probably got flu. Where should he ask for help, and who can help him?

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Marion got a new purse as a present. She put all her money to it. But when Marion was walking along the street, elder children stole her purse with her money. Marion knows these kids, and might show her offenders. Where should she look for help, and who can help her? Julius has a toothache. Sometimes Julius cannot even sleep at night, so painful it is. Probably his tooth has decayed. Where should Julius look for help, and who can help him?

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Supplement 6. “Protective shield”

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Supplement 7. Violations of Children’s Rights

A new stepfather began sexily harassing Marion. She is afraid to stay at home alone with her stepfather. John doesn't go to school because his parents do not care about him – they did not buy him necessary learning tools, and force him to stay home. Jane is 12, but she is forced to work hard, to carry out various work which makes her feel tired, exhausted. Marion's parents are divorced. Marion lives with her mother, which prohibits the girl of seeing her father. William is badly sick, he should see a doctor. But nobody cares about him nor treats him already for few weeks. Christina at school is continuously harassed, other children beat her, call her names, the girl is often being bullied. In the family, nobody takes care about Stephen because his parents are always drunk. Stephen is often hungry, dirty, his clothes are tattered. William is unable to walk because he is heavily ill. For this reason he cannot play with other children, and take part in art sessions – they don't want to enrol him there. The instructor says there is no one who might take care about William. Marianne's parents do not allow the girl to go to school because they say she will be more useful at home where she may help with various work. Christopher is 14. Already for several years he is forced to be filmed in various pornography films for adults.

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Supplement 8. Violations of Human Rights

Marianne has found a new job. She was very happy but her boss told her salary will be lower than othersâ&#x20AC;&#x2122; because she is a woman. Nicole would like to go to live to another country. She has not been convicted, she had no serious diseases. But she is not granted permission to leave abroad. William cannot get a job because most of the companies consider he's too old. William is 48. Stephen lives in the street, he has no money for food, no warm clothes, and he sleeps in the station. Jane and Kinga have committed a crime. But Kinga was discharged because her uncle is a rich and famous man. Jane was sentenced according to the law. Kinga was kidnapped and taken away from the country. The kidnappers were torturing and beating her for several weeks. Michael was not employed because his skin is black. Cindy was kidnapped and sold abroad. She was taken to a farm and she had to work every day very hard. Other people, kidnapped and turned into slaves, worked with her. Stephen is suspected in committing a crime. His case is being investigated and this far there is no proof that it was exactly Stephen who has committed it. Irrespective of that, all people around condemn him and call him a criminal. William has publicly stated his opinion â&#x20AC;&#x201C; he criticised one of the political parties. He is being prosecuted for that, and got to jail.

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Supplement 9. Failure to Perform the Duties

William doesn't want to go to school. In the morning he leaves home, but then goes to computer place with his friends. At home William doesn't prepare lessons, doesn't study. He is often absent from lessons. Marian often makes harm to other kids â&#x20AC;&#x201C; beats them, calls them names, takes away their copybooks, books. Marion is not afraid of stating her opinion aloud. People always listen her. But the girl does not allow others to tell their opinion: she gets angry if somebody disagrees with her; she interrupts those who speak, and doesn't listen what they are telling. Jane is 16. She likes to have fun, and spend her time with friends. But at home she does not help her parents at all: she does not tidy up her room, does not wash dishes, and throws her clothes and things all around the place. William does nothing during the lessons. When teacher tells him off, William complains that the teacher violates his rights. But William is naughty during the lessons, and does not perform any tasks. Marie likes to play with blocks in the kindergarten. But she disturbs other playing children. If they would build a castle from blocks, Marie would come up and destroy it. Cindy ridicules William all the time because he is from another country â&#x20AC;&#x201C; the boyâ&#x20AC;&#x2122;s skin colour is different, and he cannot speak correctly the language of Cindy's country this far. Marianne says that parents must buy her clothes, feed her and otherwise care about her, because it is her right. But Marianne does not respect her parents, does not listen them and does not help them around the house.

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Supplement 10. Situations with Violations of Children's Rights

In N. city the police suspected a woman is trading drugs. Drug addicts were coming to her apartment, passing money and syringe through the opening. Soon enough, the syringe full of drugs was returned to them. Coming down, drug addicts would get a shot to their veins. One day the mistress of the house also gave drugs without paying attention that there is a minor boy among the customers. Police organised a search. In the suspectâ&#x20AC;&#x2122;s apartment they found heroin, and she hid part of the drugs in a pocket of her 13 old year daughter hoping that nobody would look for it here. Police found a shelter in a heating route collector of N. city where runaway children where spending their nights after escaping from home. Mother used to tie up one teen, weighting only 34 kilograms, to the weight of 16 kilograms. She was tying him so tight that the boy would only reach the toilet. Two drunken youngsters ran out of money for buying intoxicants. They recollected that small daughter of one woman they knew was boasting she has small coins in her piggy bank. The youngsters knocked at the door, but nobody opened. Then they got in through the window. Mother was not at home. The intruders found the girl sleeping, beat her up, and seized the money. Physically and mentally disabled six year old girl was crying in her bed. Mother was lying around drunk and didn't care about her at all. Father came back from work and after finding the crying daughter, began shaking his sleeping wife, hit several times on her face, smashed her to the edge of the bed, and went to watch TV. When two girls were one year old, their parents divorced. The girls were raised by their mother. But they grew bigger, they tried to find out who their father was because their mother didn't care about them â&#x20AC;&#x201C; they did not have enough clothes, food. Mother prevented meeting with the father. After several years the girls found their father. It came out that the father was always paying the maintenance but mother was spending it for her own needs.

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15 year old girl was detained in a border control unit. She had no money and no documents. The girl was hungry, her clothes were tattered, and face full of bruises. It came out that somebody had promised a barmaid work for the girl in a cafeteria of N. town. After coming to this town, she was accommodated with another two girls in a tiny room. ID documents were taken away from her. On the same evening, the unknown guys came up. They ordered the girl to strip. She was being beaten and raped by adult men. Finally, she succeeded to escape. Two drug addicts persuaded a 14 year old girl to run away from home. She settled with them, and began using drugs. For the drugs they were giving, the drug addicts were forcing the girl to steal valuable items from home. The girl abandoned her school, tried begging, and stole her parents’ savings. 40 year old man kidnapped a 9 year old boy on his way to school. After alluring him to his car, the man tied the boy’s hands, blindfolded him, and gave him sedatives. The boy was taken out of town, and locked in a cellar. He was not allowed of seeing his parents for three days, he got almost no food, he was being beaten, tortured, forced to write letters for his parents, and ask money for ransom. Two children, 9 and 11 year old, were playing on an abandoned construction site. Older teens noticed the playing kids. They began insulting and threatening the kids. They were asking the meaning for the words “pimp”, “bitch” etc. If the teens didn't like the answers, they would beat and kick the boys, and when they got tired they ordered the elder boy to beat the younger one. Two small boys were telling that mother and father beat them not only with the belt, but also with a stick. More than once they have tied the boys to the bed. As the rope was short, the boys could neither lie down, nor go to eat or drink. Sometimes they remained tied up for the entire day.

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Supplement 11. Universal Declaration of Human Rights UNIVERSAL DECLARATION OF HUMAN RIGHTS Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, therefore, The General Assembly, Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. Article 1. All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it is independent, trust, non-self-governing or under any other limitation of sovereignty. Article 3. Everyone has the right to life, liberty and security of person. Article 4. No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Article 6. Everyone has the right to recognition everywhere as a person before the law. Article 7. All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. Article 8. Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. Article 9. No one shall be subjected to arbitrary arrest, detention or exile. Article 10.

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Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him. Article 11. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed. Article 12. No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks. Article 13. Everyone has the right to freedom of movement and residence within the borders of each state. Everyone has the right to leave any country, including his own, and to return to his country. Article 14. Everyone has the right to seek and to enjoy in other countries asylum from persecution. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations. Article 15. Everyone has the right to a nationality. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. Article 16. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. Marriage shall be entered into only with the free and full consent of the intending spouses. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State. Article 17. Everyone has the right to own property alone as well as in association with others. No one shall be arbitrarily deprived of his property. Article 18. Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance. Article 19. Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. Article 20. Everyone has the right to freedom of peaceful assembly and association. No one may be compelled to belong to an association. Article 21. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. Everyone has the right of equal access to public service in his country. The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures. Article 22. Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality. Article 23. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. Everyone, without any discrimination, has the right to equal pay for equal work. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.

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Everyone has the right to form and to join trade unions for the protection of his interests. Article 24. Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay. Article 25. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, and housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection. Article 26. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. Parents have a prior right to choose the kind of education that shall be given to their children. Article 27. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author. Article 28. Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized. Article 29. Everyone has duties to the community in which alone the free and full development of his personality is possible. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations. Article 30. Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

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Supplement 12. “If I was...”

If I was a bird, I would......., because....... If I was a bug, I would......., because....... If I was a flower, I would......., because....... If I was a tree, I would......., because....... If I was a piece of furniture, I would......., because....... If I was a game, I would......., because....... If I was a country of the world, I would......., because....... If I was food, I would......., because....... If I was a colour, I would......., because....... If I was a town, I would......., because....... If I was a toy, I would......., because....... If I was a dish, I would......., because....... If I was a book, I would......., because....... If I was a time of the year, I would......., because....... If I was a month of the year, I would......., because....... If I was a drink, I would......., because....... If I was a garment, I would......., because....... If I was a film, I would......., because....... If I was a song, I would......., because.......

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Supplement 13. â&#x20AC;&#x153;Stereotypes in our Lifeâ&#x20AC;?

1. Serbian soldier from Bosnia; 2. Chunky Swiss financier; 3. Georgian DJ, seemingly he has lots of money; 4. African woman selling leather articles; 5. Young HIV-infected artist; 6. Romany (Gypsy) just released from prison; 7. Basque, regularly travelling to Russia; 8. Byelorussian Goth; 9. Blind musician from Austria, playing accordion; 10.Ukrainian student not willing to travel home; 11.Romanian woman having no visa, with one year child on her hands; 12.Skinhead (neo-Nazi) from Sweden, continuously drunken; 13.Medium aged Holland woman, an aggressive feminist; 14.Wrestler from Ireland, going to football match; 15.Polish prostitute from Berlin; 16.Farmer speaking only in French, with lots of smelly cheese in his bag; 17.Chechen refugee travelling from Libya.

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Supplement 14. See Your Possibilities

Situation one You must explain to your partner – “attendant” that you became a victim of violence. A group of youngsters has attacked you in the park, seized your handbag and beat you up. You must ask your “attendant” to help you to go to police and explain everything. Remember, you cannot speak, you cannot talk nor draw! Situation two You must explain to your partner – “attendant” that other children are often bullying you in the class – they push you, call you names, and take away your things. You should ask your “attendant‘s” help going to a social pedagogue of the school, and telling him what is happening. Remember, you cannot speak, you cannot talk nor draw!

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Supplement 15. Zodiac Signs

Aries (Christopher) (March 21 – April 21) Love:

Libra (Ricardo) (September 23 – October 22) Love:

Work

Health

Taurus (Marion) (April 22 – May 21) Love:

Scorpio (Angelica) (October 23 – November 22) Love:

Work

Health

Gemini (Amina) (May 22 – June 21) Love:

Sagittarius (Christine) (November 23 – December 21) Love:

Work

Health

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Cancer (Julius) (June 22 – July 22) Love:

Capricorn (Jane) (December 22 – January 20) Love:

Work

Health

Leo (Augustin) (July 23 – August 22) Love:

Aquarius (John) (January 21 – February 19) Love:

Work

Health

Virgin (Jennifer) (August 23 – September 22) Love:

Pisces (Nicole) (February 20 – March 20) Love:

Work

Health

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Supplement 16. Life descriptions Jane lives in a very poor area of the town. She raises three children alone. Her last husband has recently left her. Jane works in a garden of a rich family but she is not sure for how long she will stay in this job. Recently somebody stole a very expensive ring from her mistress, and the mistress suspects Jane because she has complained many times about her poor life. Jane's sign is Capricorn. Amina lives in a small village, in one of the poorest regions of the country. She is 12, and her parents, very poor people, force Amina to work very hard. Amina gets tired of it quite soon, therefore she decides to escape from home and go to a capital city where, as she believes, she will find an easy and glamour life. Amina‘s Zodiac sign is Gemini. Jennifer is unemployed already for several months. She doesn't know what to do. Her husband is very seriously ill, and cannot get up from bed. Jennifer has four children; they are 20, 18, 10 and 8 year old. The two youngest children are disabled. Jennifer‘s sign is Virgin. Julius lives with his parents and three younger brothers. Julius is 20; he is a talented and promising basketball player. His uncle living in England has promised to find him a good school, and a scholarship in England. But Julius' father is unemployed for several months, his mother is ill, and one of the brothers is disabled. All family lives on odd jobs of Julius. Julius‘ Zodiac sign is Cancer. Christopher is young and anxious. This year he was already twice arrested for vandalism. He is unemployed, and even if he could find a good job, he rejects all job offers. He prefers training his dog for fights, dawdling with his friends, stealing. Christopher‘s Zodiac is Aries. Ricardo lives in a tiny apartment and he can't afford paying for it for few months. He is sick for several months, and lives on benefits from the state. Several months ago his wife has left him after finding out that Ricardo has AIDS. Ricardo‘s sign is Libra. Augustine has left the country several years ago, expecting to find a better job abroad. During the first year he was living alone, but later he could invite his wife and children, and his parents. Now they all live together in a poor area of the city. Everything was fine for some time, but later the hardships began – it is difficult for the children to accommodate at school in an alien country; Augustine has lost his job due to economic crisis in the country. Augustine’s Zodiac sign is Leo. John is a son of Augustine who went to work to a foreign country few years ago. All John‘s family – he, his three brothers, parents, and grandparents – live in the same apartment in a poor area of the city. John has many difficulties at school. He does not want to study, he runs away from lessons, and hangs out in the streets with his friends. He does not listen to his parents, often quarrels with them, sometimes even scuffles. His behaviour is becoming more and more aggressive. John's Zodiac sign is Aquarius. Christine is 20. She rents a small flat in the outskirts of the city. She dreams about a good job, big money, and possibility of living better. Recently Christine read and add in one of the newspapers about the possibility of working abroad. She called the number. A man answered the phone, and promised Christine to find a very well paid job abroad. Christine became very happy, decided to take a chance and travel with her husband to another country. Christine‘s Zodiac sign is Sagittarius. Nicole is an aged widow. Her husband became ill with alcoholism, and almost never has worked. Nicole lives on a very small state benefit, but currently she needs additional care as her health has deteriorated. Nicole’s Zodiac sign is Pisces. Marion lives with her sister. Their parents have died when the girls were 16 and 17, respectively. For this reason they had to abandon their studies, and go to work, to have something to live on, and eat. Now the girls are 22

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and 23. Marion has two jobs: on day time, she cleans the houses of rich people, and at night she takes duty in a hospital. She also takes care about her elder sister who became a drug addict. Marion does not want to leave her sister. But Marion has difficulties herself, too – her character is very impulsive, and for this reason she has been fired twice. Marion‘s Zodiac sign is Taurus. Angelica lives with her sister. Their parents have died when the girls were 16 and 17, respectively. For this reason they had to abandon their studies, and go to work, to have something to live on, and eat. Now the girls are 22 and 23. Angelica‘s sister has two jobs and takes care about Angelica who became a drug addict. Angelica often steals money from her sister to buy drugs. Angelica tries to get rid of her addiction for a long time, but the drugs are stronger than she is. Angelica‘s Zodiac sign is Scorpio.

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Supplement 17. Equal Opportunities

The company would employ only a man not older than 30 years. Girls are not allowed to wear pants. Boys play football and basketball; these games are prohibited for girls. Boys are stronger than girls. Men are not allowed to cry because it means that they are weak, â&#x20AC;&#x153;sissyâ&#x20AC;?. Women are worse drivers than men. Blonde. Men should receive higher salaries than women. Barefoot, pregnant and in the kitchen. Mother must take care about children. Changing swaddling clothes is not a man's job. Woman must be compliant, humble, and do not argue with her husband. Single woman is spinster. She is an inferior member of society.

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Supplement 18. Maintain the Balance

You would like to spend a weekend in your friendsâ&#x20AC;&#x2122; home, but... Your friend is asking to run away from lessons, but... Your parents do not permit to go out â&#x20AC;&#x201C; you must prepare your homework... A friend offers you a computer game you found at school for 10 litas, but... You have to play for a school team, but your grandmother got ill... Your friend asks to crib the home work, but...

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PROFESSIONAL GUIDANCE AND ADVICE PROGRAM

Prepared by: Monika Juozaponytė

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Content of the program of professional guidance and advice Public organization “Save the Children Lithuania“.....................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS .................................................1 ...................................................................................................................................................................1 TABLE OF CONTENTS.............................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION................................................................................................9 “SAVE THE CHILDREN Lithuania”.........................................................................................................9 INTRODUCTION....................................................................................................................................10 “Trips turned out into a nightmare”.........................................................................................................14 Practical group sessions devoted to prevention of human trafficking ....................................................14 Sessions “Trips turned out into a nightmare”............................................................................................15 Table of Contents.....................................................................................................................................15 Introduction of practical group sessions ..................................................................................................22 “Trips turned out into a nightmare”.........................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS........................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”..........................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”..................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”..29 Session 4. “How to avoid dangers while going abroad for work?”...........................................................32 Session 5. “Where to apply for help?”.......................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” ..........................................................................................37 SUPPLEMENTS......................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS .......................................65 Prepared by: Kristina Stepanova..............................................................................................................65 Table of contents......................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”...........80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. .............................................................................80 The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old)...................................................................................80 185

I. THE CHILD AND HUMAN RIGHTS ...............................................................................................81 THEORETICAL BACKGROUND.........................................................................................................81 1. HISTORY OF HUMAN RIGHTS ......................................................................................................81 2. HUMAN RIGHTS. CONCEPTS AND Notions .................................................................................87 2.1 Classification of human rights.............................................................................................................88 3. HISTORY AND CONCEPTION OF THE CHILD RIGHTS.............................................................89 3.1 The basic provisions of the Convention on the Rights of the Child ...................................................91 One of the most underlying provisions of the Convention is the right of the child to live and develop. This principle which directly relates to the economic and social rights of the child is formulated in Article 6. It implies that not only the child’s life must be protected but also the child’s right to survival and healthy development. The term “survival” includes, inter alia, the necessity for preventive action. The term “development” in this particular context acquires the qualitative dimension. This term relates to each child and should be interpreted in a wider context bearing in mind the child’s physical and mental health as well as his/her spiritual, moral, cultural and social development...................................92 II. THE PROCESS OF TRAINING children ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS...................................................................................................................................................93 PRACTICAL PART................................................................................................................................93 1. OBJECTIVES, SKILLS AND KNOWLEDGE of training on the subject of the CHILD AND HUMAN RIGHTS ..................................................................................................................................93 2. Work with children under the social program......................................................................................94 DESCRIPTION OF SESSIONS..............................................................................................................96 3.1 Sessions intended for the junior group ...............................................................................................96 (children of 7 – 12 years old).....................................................................................................................96 Session 12. “I know how to protect myself”............................................................................................121 Session 13. “The protective shield”.........................................................................................................124 Session 14. “The experts of rights and duties”........................................................................................126 1. “Sitting down and standing up in pairs”.............................................................................................126 Session 15. “My dream city”...................................................................................................................128 3.2 Sessions intended for children of senior age (13 – 17 years old) ....................................................130 Session 1. “What do I know about the child and human rights?”............................................................130 Session 2. “The fundamental rights of the child”....................................................................................132 Session 3. “Violations of the child rights”...............................................................................................135 Session 4. “Human rights and the Universal Declaration of Human Rights“.........................................137 Session 5. “Who protects my rights”?.....................................................................................................140 186

Session 6. “Stereotypes in our Life”........................................................................................................142 Session 7. “Power Station”......................................................................................................................144 Session 8. “See Your Possibilities”.........................................................................................................146 Session 9. “Struggle for Power and Wealth”...........................................................................................148 Session 10. “Horoscope”.........................................................................................................................150 Session 11. “Equal Opportunities”..........................................................................................................152 Session 12. “Maintaining the Balance”...................................................................................................153 Session 13. “Draw the Right”..................................................................................................................155 Session 14. “Scenarios of our Future”.....................................................................................................156 1. “I'm Entitled to my Name”..................................................................................................................157 3. “Answer where you are”......................................................................................................................158 Session 15. “Our Living Place, and Rights of the Child and Humans”...................................................158 Supplements to the program of children and human rights studies.......................................................160 Supplement 1. The most important dates related to the human and children's rights .............................161 ................................................................................................................................................................161 Supplement 2. The main rights from the Convention on the Rights of the Child...................................162 Supplement 4. “What am I like?” Samples of sentences.........................................................................164 Supplement 5. “Where to Ask for Help?”..............................................................................................164 Supplement 6. “Protective shield”...........................................................................................................166 Supplement 7. Violations of Children’s Rights.......................................................................................167 Supplement 8. Violations of Human Rights............................................................................................168 Supplement 9. Failure to Perform the Duties...........................................................................................169 Supplement 10. Situations with Violations of Children's Rights.............................................................170 Supplement 11. Universal Declaration of Human Rights........................................................................172 Supplement 12. “If I was...” ....................................................................................................................175 Supplement 13. “Stereotypes in our Life”...............................................................................................176 Supplement 14. See Your Possibilities....................................................................................................177 Supplement 15. Zodiac Signs..................................................................................................................178 Supplement 16. Life descriptions............................................................................................................180 Supplement 17. Equal Opportunities.......................................................................................................182 Supplement 18. Maintain the Balance.....................................................................................................183 Content of the program of professional guidance and advice................................................................185 Presentation of the program of professional guidance and advice ........................................................192

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Preparations for purposeful selection of profession, planning of own career, professional life is an important and valuable part of a versatile personality development. When planning the selection of profession it is important that a young man would be able to evaluate various proposals in all aspects, and select his profession not only according to the proposed salary but also according to its personal values, strives and dreams. Another aspect is important, too: awareness that we live in the world of continuous change, therefore our professional life and its success depends on our ability of lifelong learning, advancement, improvement, gaining new knowledge and skills............................................192 Description of practical group Sessions ................................................................................................192 Session 1. “What is a Career?”...............................................................................................................192 Session 2. “Ideal Job”.............................................................................................................................193 Session 3. “What am I?”........................................................................................................................195 Session 4. “Me and my Strengths”.........................................................................................................199 Session 5. “My Life”..............................................................................................................................199 Session 6. “How Others Perceive Me”...................................................................................................201 Session 7. “People in My Life”..............................................................................................................205 Session 8. “Me and Others”...................................................................................................................208 Session 9. “My Life when I am 35”.......................................................................................................210 Children are handed the paper sheets “I am 35” and asked to imagine they are 35 years old. Let the children think, and describe that day. The instructor must encourage children to imagine everything they want, everything they dream, even though it seems not realistic now. ..................................................210 If it is difficult for kids to perform this task, the instructor can give them a sheet with additional questions “Questions for a person who is 35”, which will facilitate the task, and let the children create a story of one day. But in the beginning the instructor should allow children to try themselves, and only if they totally fail, he should give them the additional list as this list limits children's creativity and fantasy. Children are given 20 – 30 minutes to create a story. .............................................................................210 If it is difficult for you to imagine yourself being 35, try answering the following questions:...............212 Where do you wake up, what place is this?.............................................................................................212 Which hour is this?..................................................................................................................................212 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 188

___________________________________________________________________ ___________________________________________________________________ .........................212 Session 10. “Planning”...........................................................................................................................213 Session 11. “Professions”.......................................................................................................................214 Session 12. “Who are they?”..................................................................................................................217 Session 14. “Job Search”........................................................................................................................223 Session 15. “Writing the Curriculum Vitae (CV)” ...............................................................................223 Tools: page with a task “Curriculum vitae” (Task sheet “Curriculum vitae”, page 187) (one sheet for each child), writing tools, drawing tools, old newspapers, magazines, coloured paper, scissors, glue. .223 Session plan:............................................................................................................................................223 Children are proposed to create their CV – life description. In the beginning, the following can be discussed:.................................................................................................................................................223 What is curriculum vitae (CV), what is it needed for?............................................................................223 What is the most important when writing a life description (CV)?.........................................................223 To what issues does an employer pay attention when reading the life description (CV)?......................223 How should the life description (CV) be written? What things are important to mention? ...................223 Children get the sheet “Curriculum vitae”, which they fill, this way trying to prepare their own CV. If possible, the task could be done on computer. Children also may open the job search websites where they can try completing the CVs (e.g., www.cvmarket.lt, www.cvonline.lt, www.cv.lt etc.). ..............223 Later children are proposed to organise the CV competition, to create a playful CV. The instructor explains to children that their CV should represent what the children are. Later the presentation of all CVs is organised; children together select the most original, the most playful, the most creative etc. CV. Symbolic prizes can be invented. Children can create any CV they can imagine. They can:.................223 Create CV of any size and format............................................................................................................223 May use pictures......................................................................................................................................223 May use drawing tools.............................................................................................................................224 May use various other materials: magazines, newspapers, coloured paper sheets etc. ..........................224 May decorate their CVs...........................................................................................................................224 May present their CV to others in a way they like. ................................................................................224 Task sheet “Curriculum vitae”.................................................................................................................224 Session 16. “Job Interview”...................................................................................................................224 Task sheet Employer’s Requirements......................................................................................................226 Task sheet Employer’s questions.............................................................................................................227 Contents of social resistance program ...................................................................................................229 189

Presentation of social resistance program..............................................................................................236 Description of practical workshops – group sessions ...........................................................................237 Session 1. “Reasons for Smoking, Using Alcohol, Narcotic substances”.............................................237 Session 2. “Advertising of Alcohol and Tobacco”................................................................................237 Session 3. “Consequences of Alcohol Use”...........................................................................................238 Session 4. “Consequences of Tobacco Use”..........................................................................................238 Session 5. “How Much Money is Spent for Cigarettes?”......................................................................239 Session 6. “Is it Difficult to Say “No”...................................................................................................239 Session 7. “What, Why and How?”.......................................................................................................240 Session 8. “Narcotic substances”...........................................................................................................241 Session 9. “True or Wrong?”.................................................................................................................241 Session 10. “Forecasting the Consequences – What Would Happen if I Behave this Way... “.............242 Session 11. “Rachel and her Friends (Criteria and Subjectivity of Assessment)”.................................243 Session 12. “Family”..............................................................................................................................245 Session 13. “What do You Know About Alcohol, Tobacco and Other Drugs?”...................................245 Supplements to social resistance program.............................................................................................248 Presentation of Self Cognition Program.................................................................................................271 DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS..........................................272 Session 1. “All Together”.......................................................................................................................272 Session 2. “Tree of Life”........................................................................................................................273 Session 3. “My Group”..........................................................................................................................273 Session 4. “What am I?”........................................................................................................................274 Session 5. “Love – What is it?”..............................................................................................................275 Session 6. “Communication – What is it?”............................................................................................276 Session 7. “Photos”................................................................................................................................277 Session 8. “Stereotypes and Tolerance”.................................................................................................278 Session 9. “The Island”..........................................................................................................................279 Session 10. “Conflicts and Ways to Solve Them”.................................................................................281 Supplements to self cognition program..................................................................................................283 Supplement 2. A question for you and about you..................................................................................285 Content of social skill development program........................................................................................288 Presentation of Social skill development program.................................................................................295 The booklet presents the programs of social skill development. The purpose is to form and develop the basic social skills of children. The main tasks are:................................................................................295 190

Description of practical workshops – group sessions............................................................................296 Session 1. “My Wonderful World”........................................................................................................296 Session 2. “My Values”.........................................................................................................................298 Session 3. “The First Impression”..........................................................................................................299 Session 4. “Your Wonderful World”.....................................................................................................300 Session 5. “Emotions”............................................................................................................................301 Session 6. “Chart of my Emotions”.......................................................................................................302 3. Traffic Lights.......................................................................................................................................303 Session 7. “Where are the Feelings Born?”...........................................................................................303 1. Exercising According to the Signal.....................................................................................................303 Session 8. “Steps for Making Decisions”...............................................................................................304 Session 9. “Ripples”...............................................................................................................................306 Session 10. “The World I Would Like to Live in”.................................................................................307 Session 11. “Skills of Health and Healthy Lifestyle”............................................................................308 Session 12. “Risk”..................................................................................................................................309 Session 13. “How Can I Stand That”.....................................................................................................311 Session 14. “Mutual Relations”.............................................................................................................312 Session 15. “Accept, Ignore, Reject”.....................................................................................................314 Session 16. “The New Ending”..............................................................................................................315 Session 17. “What are Good Friends?”..................................................................................................316 3. Circle of Trust....................................................................................................................................317 Session 18. “Let’s Build a House”.........................................................................................................318 Supplements to the social skills program...............................................................................................320

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Presentation of the program of professional guidance and advice Preparations for purposeful selection of profession, planning of own career, professional life is an important and valuable part of a versatile personality development. When planning the selection of profession it is important that a young man would be able to evaluate various proposals in all aspects, and select his profession not only according to the proposed salary but also according to its personal values, strives and dreams. Another aspect is important, too: awareness that we live in the world of continuous change, therefore our professional life and its success depends on our ability of lifelong learning, advancement, improvement, gaining new knowledge and skills. Suitable professional determination of a young man depends on his ability to assess his strong and weak sides, to know himself, to be able of evaluating his skills, understanding that gaining a profession is not the only factor of successful career - he must learn all his life, and continuously improve professionally. It is also important to get familiar with various professions, employers’ requirements, to be able of presenting himself, writing his curriculum vitae. The program of professional guidance and advice is intended for children of elder age (13 – 18 years). The program’s purpose is the preparation of children for purposeful selection of profession. The main tasks of the program are:  Providing information about professions, employers‘ requirements, preparation of children for selection of profession and job.  Teaching children to plan their career considering the aspects of significant skills and experience.  Providing prerequisites for children to identify their goals, foreseeing relations with personal traits and possibilities.  Formation of realistic understanding of self-knowledge, learning, skills and the world of labour. The program includes 16 sessions during which children are encouraged to get to know themselves, learn to assess their traits, skills, understand the basic determinants for selecting the work and profession. In addition, during the sessions, children will analyse labour advertisements, employers‘ requirements, and prepare for the first job interview.

DESCRIPTION OF PRACTICAL GROUP SESSIONS Session 1. “What is a Career?” The purpose is to introduce children to the definition of career, to discuss factors influencing the selection of profession. Tools: white paper sheets, writing tools, large paper sheets. Session plan: 1.

What is a Career?

Children are asked to write the words related to career, in their opinion. They are handed out the paper sheets and pens. If there are many children, they may be divided into groups. Each child will read his words. Career-related words told by children and acceptable for everyone are written on a board or on a large paper sheet. Later on, the group is asked to work out the general definition of career. It is important that children understand that career is individual personal growth in the professional field. One should note and discuss with children such definitions as:

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 Work,  Instructor,  Colleague/co-worker,  Salary/remuneration/wage/payment,  Profession. If children miss any of the definitions, the instructor may propose it himself, and discuss it together with children. 2.

What Determines the People's Careers? Why Someone has this Particular Job?

Children are given a pen/marker, and asked to come to the board/white paper sheet one by one, and write down the factors determining the career. If it is difficult for children to think it all by themselves, then they are asked to explain the following factors and their influence in selection of profession and career:  Gender (woman/man);  Skin colour;  Appearance (height, earrings, tattoos);  Family (parents, sisters, brothers, relatives);  Friends;  How successful will be someone who has graduated school with honours;  How successful will be a famous man, celebrity (is it easy for him to find a job, e.g., to become a singer, teacher, politician, leader);  How successful will be someone who has been released from prison. Children are encouraged to think and to explain the factors that can determine their future career:  What their father, mother, aunt, grandmother or other people expect from them;  Whom the children think they can become;  What influence does the school and friends make on them.

Session 2. “Ideal Job” The purpose is to help children to understand the personal desires and ambitions related to a possible future profession. Tools: page with a task “Ideal” (Task sheet Ideal, page 158) (one per each child), writing tools. Session plan: 1. Ideal Children are handed out the pages with the task Ideal, where they have to write down and to draw how they imagine an ideal apple, an ideal man, and an ideal job. After completing the task, children must read aloud their answers, and show their pictures. 2. Ideal Job Later, the discussion is organised about the ideal job. Every child must tell how he imagines the ideal job, and why. To prevent all children talking simultaneously, the arrangement can be made that they talk one by one, or the one who holds a peach, a toy in his hands, etc. Possible questions for discussion:  Why did you select this job? Why does it seem ideal for you?  Would you like to have a leading job, why?  To what work you would like going everyday?  Why do you want a job where they pay a big salary?  It is only money/salary important when selecting a job? Why? What else is important?  What work you would prefer: that of a star, celebrity, or an ordinary worker?

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Task sheet Ideal To write

To draw

Ideal apple: • Ripen • Fresh • ................... • .............................. • .............................. • ............................... Ideal man: • Honest • Diligent • Sincere • ................................ • ................................ • ................................ . • ................................ Ideal work: • Interesting • Profitable • ......................... • .............................. • .............................. • .............................. • ..............................

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Session 3. “What am I?” The purpose is to help children to know themselves, realise and analyse their personal traits. Tools: page with a task “What am I?” (Task sheet “What am I?”, page 160), children’s photos (children participating in the session should bring them), writing tools Advance preparation: Before the session children are asked to bring their photos when they were one year old, three years old. Session plan: 1. What am I? Children are handed the pages with a task “What am I?” and given 3 minutes to write an adjective into each square describing the child himself, in his own opinion. Later, the sheets are read aloud and other group members are asked to tell if the adjectives describe that child correctly. If some children could not write their traits correctly, other children are asked to describe their friend. If the child agrees with a trait proposed by his friends, he can enter it into his sheet. 2. What I was? Later the instructor asks children to get their photos. The photos remind children how they were when being one year old, three years old. It is best if the children wouldn't have shown their photos in advance. The instructor collects everyone‘s photos and hangs them on a rope, sticks to the board or displays on the table. o Then any child is asked to describe his picture without telling which one is it. The child must describe what a baby is doing in the picture, and how he looks like. He is asked to create a story about where the baby in the picture was growing, what he was doing, and where he is now. o Then all children are asked to guess which picture is whose. If the guess is correct, they are asked what helped them to make this correct guess. o Did children change a lot? What changes did they see? What are these changes – internal, external?

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Task sheet What am I?

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Session 4. “Me and my Strengths” The purpose is to form and strengthen the understanding of self-value of children, their ability of noticing and naming their strengths. Tools: large paper sheets (old posters, wallpaper rolls will suit. Children may glue together smaller sheets and make a bigger one), drawing tools, page with a task “Me” (Task sheet Me, page 162). Session plan: 1. My Strengths Children are asked to praise themselves in five words, to tell themselves a courtesy. After all children do this, the following is discussed: o How did you feel during the exercise? Why? o What was the most difficult? o Do you often praise yourself, in your mind, or aloud? Do you tell others what good things you have done, that you have succeeded in doing something well? o Do others praise you often? o Do you often tell complements to others and praise them often? o Why are good words and courtesies so important? 2. My Inherent Traits Children are divided into pairs, and if the number of children is odd, the group instructor goes into a pair with one kid. One child lies down on the paper sheet, another child takes the pen and draws the contours of his laying friend. Later children change places and repeat everything. Then children are asked to fill in the space between their contours, to draw themselves. After children complete the drawings, they have to take two pencils of different colours and mark in one colour the things they like, and in another – the things they dislike in themselves. When children complete the task, they discuss the feelings during the exercise, their likes and dislikes, and the things they might want to change, or that are worth changing. What would change in children's lives if they would change their appearance or some of their personal traits, character features, habits. Finally, the children are handed the pages with a task “Me”, where they have to complete the sentences. After completing the task, children read the answers, compare them with each other. They have two contemplate about what they are, what they expect, what they want.

Task sheet Me I am... I am able of .......................................................................................................................................... I can ..................................................................................................................................................... I have ................................................................................................................................................... I would like to ...................................................................................................................................... I dream about ...................................................................................................................................... I like ..................................................................................................................................................... I miss .................................................................................................................................................... It is important for me that ...................................................................................................................

Session 5. “My Life”

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The purpose is to help children to assess their abilities and teach them to relate them with the future profession. Tools: page with a task “Course of my life” (Task sheet “Course of my life”, page 163) (one for each child), page with a task “What I am capable of? (Task sheet “What I am capable of?”, page 163) (One for each child), writing tools. Session plan: 1. Story of My Life Children are asked to fill a sheet “Story of my life” where they have to tell about their life, their life story. Later, the stories are read, and the best or the funniest story may be selected. 2. What I am Capable of? In the sheet “What I am capable of?” children are asked to write their abilities, their skills, the things that they are most successful in. In the other column the children should write the professions where their skills and abilities would be most suitable. For instance, if someone likes talking a lot – he would be good if working as an operator, customer service specialist; if he likes travelling – he might be a guide etc. Later children read out loud what they have written. Other children may complement their friends‘ lists, proposing other suitable, not mentioned professions. Then the instructor discusses together with the children if the professions described according to the children’s abilities would suit them, and what should be done to engage in this profession.

Task sheet Story of My Life Story of My Life I was born ............................. year ...................... month ................ day .............................. town. My father and mother ............................................................................................................................ ............... Once ......................................................................................................................................................... ............................................................................................................................................................. When I was ........ years old, I ..................................................................................................................................... I began going to school ................................................................................................................................... ............................................................... At school ............................................................................................. ............................................................................... .............................................................................................. ......................................................................................... .................................................................................... My friends ................................................................................................................................................... ............................................................................................................................................................................. Now I ............................................................................................................................................................. ............................................................................................................................................................................. .......... ...................................................................................................................................................................

Task sheet What I am Capable of? What I am capable

What profession would suit me

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Session 6. “How Others Perceive Me” The purpose is to discuss with children their traits, help children to understand the relation between abilities and the selection of profession. Tools: pages with the task “My Traits” (Task sheet My Traits, page 166 – 167) (one for each child), pages with the task “The Star” (Task sheet The Star, page 165) (one for each child), writing tools. Session plan: 1. My Traits Children sit around the table, they are handed the sheets “My Traits” where they write their name on top. The paper sheets are sent around the circle clockwise, and after getting a paper sheet with the name of another child, the child has to enter his name in the vertical column, and check the traits characteristic to that person. E.g., Eva writes her name on the sheet, gives her sheet to Giedre, who writes her name vertically and marks in the column the traits characteristic to Eva. When the sheets complete the circle, everyone gets his sheet back, writes himself in the last column – “me” or his name, and assesses himself, by marking the traits characteristic and not characteristic to him. 2. The Star Later each child selects five traits with the highest number of checks from the completed sheet “My Traits”, and enters them into the sheet “The Star”. Later the children discuss the most characteristic traits, their use, benefits and attractiveness. After the discussion, the children are asked to enter the profession in the middle of The Star, the most suitable taking into consideration the listed traits. Children are asked if they would like to work according to the written profession.

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Task sheet The Star

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Task sheet My traits

My traits Name :................................................................................

Children's names â&#x2020;&#x2019;

Sports minded Sincere Persistent Practical Strict Self-confident Consistent Orderly Calm Assured Curious Independent Smart Inventive Understanding Punctual Creative Sensitive Reliable Courageous Disciplined Has a good imagination Leading Energetic Original Co-operative Careful Friendly Service minded Strong 203

Kind-hearted Sentimental

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Session 7. “People in My Life” The purpose is to help children to understand the importance of close people and their influence to our lives. Tools: cards with children names, or ordinary white paper sheets where children write their names, writing tools, pages with the task “People in my life” (Task sheet People in my life, page 169) (one for each child). Session plan: 1. Guess a Friend Children are handed out the cards with their names or simply the same size paper cards are taken where children write down their names. Later on the cards are mixed, and each child draws one. Each child must describe his friend, without mentioning the name he has drawn. The instructor may prepare the questions in advance, to facilitate the description of friends for children: o What is that friend doing? o What he likes and what he loves? o With whom he lives? o Has he a sister, brother? o In which grade does he study? o What colour are his eyes? o What music does he listen to? Later the following is discussed: • Was it difficult to describe your friend? Why? • Was it difficult to guess which friend was being described? • Is it important for us to know other people well? Why? 2. People Important to Me Children are asked to list spontaneously the names of people important to them. The group can sit in a circle, they can throw a ball and ask every time: what person is important to you? Later children are asked to think why this person is important? Children are handed out the paper sheets “People in my life” and list the persons from four spheres of life. They must write the name and the reason why this person is important to the child, why he likes him, what that person is doing? Later children must describe the person they have selected, and explain why did they select him, why this person fascinates them?

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Task sheet People in my life

FAMILY, RELATIVES ........................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ .....................

FAMOUS PEOPLE .......................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ........................................................................... ...............

FRIENDS .............................................. ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ..............

SCHOOL ...................................... ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ........................................................ ....................

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Session 8. “Me and Others” The purpose is to develop the teamwork skills of children. Tools: page with a task “Sinking air balloon” (Task sheet Sinking air balloon, page 171) (one per child group), writing tools. Session plan: Children are divided into groups of 4 – 7. They are handed out the pages with the task “Sinking air balloon”. The most important problem of this task is the agreement between all the children, and making the unanimous solution. No more than 5 – 10 minutes are given for the task. After children decide about the order they will refuse the things, the group reads its answers, and the following is discussed: o What things are important? o Why there are things that cannot be refused? o Where the most important things are needed for, where they can come useful? o In respect of what items the major disputes arose? o What item seemed the most important for each child? And why? o How did you succeed working in a team? What prevented you to work in a team? What helped you to work in a team? o Is it important of being able to work in a team? Why? o Is it important to work in a team when you get involved? Why?

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Task sheet Sinking Air Balloon Sinking Air Balloon Imagine the team is in an air balloon which will immediately sink into the sea, unless you reduce its weight. Your team has to discuss in which order you will refuse the things, and throw them overboard:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Map of the Baltic Sea. Oxygen cylinder. 6 boxes of dry milk powder. 5 bottles of water. 10 chocolate slabs. Your dog. 12 cans of peas. 2 tents. CD player. First aid kit.

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Session 9. “My Life when I am 35” The purpose is to promote the creativity of children, their ability to design their future. Tools: page with a task “I am 35” (Task sheet I am 35, page 173) (one for each child), page with a supplement task “Questions for a person who is 35” (Task sheet Questions for a person who is 35, page 174) (one for each child), page with a task “Life goals” (Task sheet Life goals, page 174) (one for each child), writing tools. Session plan: Children are handed the paper sheets “I am 35” and asked to imagine they are 35 years old. Let the children think, and describe that day. The instructor must encourage children to imagine everything they want, everything they dream, even though it seems not realistic now. If it is difficult for kids to perform this task, the instructor can give them a sheet with additional questions “Questions for a person who is 35”, which will facilitate the task, and let the children create a story of one day. But in the beginning the instructor should allow children to try themselves, and only if they totally fail, he should give them the additional list as this list limits children's creativity and fantasy. Children are given 20 – 30 minutes to create a story. After the task is completed, children’s stories are read. The instructor organises a discussion about what should be done until children are 35 so that their story would come true.

Task sheet I am 35

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I AM 35, I WAKE UP IN THE MORNING, AND... ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ................................................................................................................

Task sheet Questions for a person who is 35

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If it is difficult for you to imagine yourself being 35, try answering the following questions: ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗

Where do you wake up, what place is this? Which hour is this? What is the day of the week, what time of the year is that? How do you wake up, how do you prepare yourself, and what clothes do you wear? What is your position, situation, are you married? Do you have kids? Do you live with your parents? In what town and country you are? Are you working, or studying? What do you eat? What people you meet, with whom you communicate? What are these people? What are you doing, where are you going? How do you spend your day? What are you doing in the end of the day?

The instructor may write to children what they like most, and what should they do to achieve their goal. For instance, if a child wants to become an actor, then he should discuss what to do to achieve his goal – of being an actor. The possible actions: to attend a drama circle, amateur theatre, to visit performances, watch shows, to be interested in, and read classical literature, to study music, choreography, Lithuanian and other languages, to complete the school, to enrol to the conservatory etc. The additional task sheet “Life goals” can be used for the task.

Task sheet Life Goals

Goal <------------------------------------------> actions in pursue of the goal ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Session 10. “Planning” The purpose is to develop the children's planning skills. Tools: page with a task “My Day” (Task sheet “My Day”, page 175) (one for each child), page with a task “My Week” (Task sheet “My Week”, page 176) (one for each child), writing tools, white sheets of paper. Session plan: 1. My Day Children are asked to write as many ways of spending their leisure time, as possible on the sheet of paper or on the board. After writing, the discussion is arranged about how children spend their leisure time, how they would like to spend their leisure time, and how the list differs or how it is similar to their real life. Children are handed the sheets “My Day”. They are asked to plan the tomorrow day, and to write what they must do tomorrow.

Task sheet My Day

My Day

Morning .................................................................................................................................................. ...................................................................................................................... ........................................... .................................................................................................................................................................. .................................................................................................................................................................. ............................................................................................... Day........................................................................................................................................................... .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. ................................................................................................................... Evening................................................................................................................................................... .................................................................................................................................................................. .................................................................................................................................................................. .................................................................................................................................................................. ................................................................................................................................ After reading the children‘s tomorrow plans, they are given the sheet “My Week”. Again, the week plans of all children are read. After children complete their readings, they are handed simple paper sheets where they have to write their life plan. Children can freely plan the way they want, or according to the year, – for instance what will happen in 10, 20 years. The children also may plan according to the events – school graduation, work, family, their own children are born, retirement etc. After children complete the task, everyone has to read his work aloud. When all tasks are completed, the discussion is organised, and the following questions can be discussed during it: o How did you feel when you were planning your day, week, and your entire life? o What is the most difficult in planning, why? o If it difficult to imagine your future?

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o Is it difficult to plan your senility?

Task sheet My Week Monday

Tuesday

Wednesday Thursday Friday Saturday Sunday

Session 11. “Professions” The purpose is to introduce children to various professions, to teach children to assess the shortages and advantages of different professions. Tools: large paper sheets, writing tools, cards with “Professions” (Task sheet Professions, page 178). Session plan: 1. Professions Children are divided into two groups, and as many professions as possible known by children are asked to be written on two paper sheets. After children write the professions and read them, they are asked to list the advantages and shortages of each profession next to it. For instance, the driver: his advantage is travelling a lot, he sees many countries, and his work is not boring. His shortage – he gets tired, he lacks sleep, and sometimes he needs to drive at night. After children list the advantages and shortages, they are asked: o What profession they would like? o What profession seems interesting to them? o What professions they would not choose? o Is it difficult to evaluate the professions? Why? What knowledge is needed to properly evaluate the professions? o Where the information about professions can be found – on internet (where?), in labour exchange, where else? 2. Guess a Profession

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Children get the cards â&#x20AC;&#x153;Professionsâ&#x20AC;? with various professions listed. Cards are mixed, and put into the hat, or displayed on the table with the face side down. Children are asked to draw a card, and act out the profession written on it. The task can be made more difficult, and the children may act without using any words. The remaining children have to guess what profession has been acted by their friend.

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Task sheet Professions

Teacher

Cleaner

Driver

Postman

Actor

Doctor

Judge

Cook

Journalist

Singer

Manager

Builder

Barber

Guide

Electrician

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Session 12. “Who are they?” The purpose is to teach children to evaluate different professions. Tools: page with a task “Who are they?” (Task sheet “Who are they?”, page 180 – 181) (One for each child), writing tools. Session plan: Children are handed the sheets “Who are they?”, where they have to write the following: o Whose picture is this, what is this person‘s name? o What is his profession? o What else do you know about this person? After children complete and read the answers, the correctness of answers is checked. Later the children are asked to select one person they like most, and tell what they would do in his place. The following questions may facilitate answers for children: o Why do you like this person? o Would you like doing the same this person is doing? o What would you do differently than this person? Why? o Tell what this person is doing on his leisure time? o What he is working, and how? o With whom he communicates?

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Session 13. “WORK” The purpose is to teach children to evaluate the work, its significance in our life, its relation to our values, needs and strives. Tools: page with a task “Work” (Task sheet Work, pages 182 – 183) (one sheet for each child), page with a task “My job” (Task sheet My job, page 184) (one sheet for each child), writing tools. Session plan: Children are handed the sheets where in the first column they have to mention what they expect from their work, and in the other column – what they must get from their work. They also have to mention what is the most important in their life. Later, when the children complete the sheets, the differences between three columns are compared.

Task sheet Job IN MY WORK, I WANT:

IN MY WORK, I MUST:

To earn enough money. To earn lots of money. To fall in love with my job. To meet with challenges. To make a contribution. To dissipate my boredom. To forget about everything. To achieve recognition. To maintain my family. To express myself. To grow and improve. To experience the success. To feel good. To promote my status.

To earn enough money. To earn lots of money. To fall in love with my job. To meet with challenges. To make a contribution. To dissipate my boredom. To forget about everything. To achieve recognition. To maintain my family. To grow and improve. To experience the success. To feel good. To promote my status.

THE THINGS MOST IMPORTANT TO ME IN MY LIFE: Friendship. Spirit. Honour. Challenges.

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Power. Humour. Travels. Creativity. Freedom. Love. Studies. Independence. Sincerity. Adventures. Trust. Respect. Money. Recognition. Safety. Success. Health. Family. Integrity. People. What else ?.........................(write) How do the selected values affect my life?

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The following is discussed with children: • What is important in their life? What is important when selecting work? Why? • How much do the values and needs related to work match each other? • Do our values affect the selection of work? Why? The children are asked to think of one profession which seems most attractive to them at the time, and after handing out the sheets “My job”, they have to enter this profession into the column “My job”. According to the selected work, they have to complete the remaining columns in the table. Children are given 15 – 20 min. for this task. After children complete their task, they read their ideas. In groups, they discuss their expectations – what children expect from their work, how they meet the employers‘ expectations, and how realistic the wishes of children are in having such a job?

Task sheet My Job

MY JOB

What I What I have to do What my expect from at work? employer my job? expects from me?

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Session 14. “Job Search” The purpose is to develop the children's ability of searching for a job independently and of evaluating it. Tools: white sheets of paper, writing tools, various newspapers with job ads. Session plan: Children are asked to think of as many options as possible where they could look for a job, and tell in which ways they could do it. Children should mention the following options: o Newspapers o Internet portals o Labour exchange o Friends o Relatives If children miss any of the options, the instructor should mention it. After children write the answers, the group discusses what options are the best, the safest, and what dangers children can face when looking for a job. The instructor with children opens the newspapers with job ads, or job search portals on internet. Children are asked to find job ads they would like to respond to, describing a job they would like to work. Later the following is discussed: o What jobs did children select? o Why did they select these specific jobs? o What highest number of job ads did they notice? o What professions are the most popular? o What professions are not advertised in job ads? The instructor with children selects several ads and discusses if everything is clear in the ad, if it is understandable what the employer offers and what are his requirements. The following is discussed: • To what issues the attention should be drawn in the job ad? • Are there suspicious offers? How do they differ from other offers? • How one should behave to prevent being deceived? • What must be ensured by the employer– social guarantees, proper salary, and safe workplaces? What else? • Why a labour contract is important? Why it is important to read it thoroughly, to get familiar with its statements and only afterwards sign it?

Session 15. “Writing the Curriculum Vitae (CV)” The purpose is to teach children to properly prepare their curriculum vitae. Tools: page with a task “Curriculum vitae” (Task sheet “Curriculum vitae”, page 187) (one sheet for each child), writing tools, drawing tools, old newspapers, magazines, coloured paper, scissors, glue. Session plan: Children are proposed to create their CV – life description. In the beginning, the following can be discussed:  What is curriculum vitae (CV), what is it needed for?  What is the most important when writing a life description (CV)?  To what issues does an employer pay attention when reading the life description (CV)?  How should the life description (CV) be written? What things are important to mention? Children get the sheet “Curriculum vitae”, which they fill, this way trying to prepare their own CV. If possible, the task could be done on computer. Children also may open the job search websites where they can try completing the CVs (e.g., www.cvmarket.lt, www.cvonline.lt, www.cv.lt etc.). Later children are proposed to organise the CV competition, to create a playful CV. The instructor explains to children that their CV should represent what the children are. Later the presentation of all CVs is organised; children together select the most original, the most playful, the most creative etc. CV. Symbolic prizes can be invented. Children can create any CV they can imagine. They can: o Create CV of any size and format. o May use pictures.

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o o o o

May use drawing tools. May use various other materials: magazines, newspapers, coloured paper sheets etc. May decorate their CVs. May present their CV to others in a way they like.

Task sheet “Curriculum vitae” CURRICULUM VITAE 1. FAMILY NAME: 2. FIRST NAME: 3. DATE OF BIRTH: 4. SOCIAL POSITION: 5. EDUCATION: Institution: Date: Education gained: Institution: Date: Education gained: Institution: Date: Education gained: 6. LANGUAGES: Reading Speaking Writing Lithuanian (native) English Russian German other 7. SKILLS: 8. HOBBIES: 9. CURRENT POSITION: 10. WORK EXPERIENCE: Job: Position:

Session 16. “Job Interview” The purpose is to teach children to properly prepare their life description. Tools: white sheets of paper, writing tools, pages with the task “Employer’s requirements” (Task sheet Employer’s requirements, page 189) (one for each child), pages with the task “Employer’s questions” (Task sheet Employer’s questions, page 190) (one for each child). Session plan: 1. I Search for a Job Children are asked to write on the sheet of paper or on the board the tasks to be done when going for a job interview. Children should mention the following aspects: o To find out a precise address of interview, and to plan how to reach the place

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To be at the interview on time To take a copy of their CV, copies of diplomas, certificates To select suitable clothes To clean shoes To wash and brush their hair If children fail to mention any of the items, that should be done by the instructor. When the children complete the task, they should discuss when is the best time of coming to an interview, what clothing is the best, how they should behave during the interview, how they should greet, and sit during the interview. o o o o o

2. Employer’s Requirements Children are handed the pages with the employer's viewpoint to employees. Children read and share their opinion if they agree with the things written down. Later children are handed the sheets “Employer’s questions” and asked to read them, and discuss the possible proper answers together. Children are divided into pairs by two, and asked to select: o The employee and employer roles o To think a job for which someone is going to a job interview to the employer The children are given the time for training and are asked to act out their situations about job search. After acting, the discussion is organised, and the analysis is made about what was successful, and what could be changed or improved.

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Task sheet Employerâ&#x20AC;&#x2122;s Requirements Employers look for people that are able of Solving problems Working in a team Working as team leaders Demonstrating the incentive Completing their tasks on time Fulfilling their promises Being ready for continuous learning Adhering to the rules where necessary

Employers avoid people that Create problems May work only alone Avoid responsibility Wait until getting told what's to be done Are late in performing their tasks Promise too much, do too little Think that the profession acquired in their young years is completely sufficient to make their job Ignore the rules even if they are very important, e.g., related to health and safety

Adapting to changes

Complain and moan

Providing the utmost attention to customers

Criticise customers

Adjusting themselves to new conditions

Say: â&#x20AC;&#x153;I am not supposed to do that â&#x20AC;?

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Task sheet Employer’s questions • • • • • • • • • • • • • • • • • • • • • • •

Employer’s questions Why we should hire you? Where did you work previously? How long did you work? What was the result of your previous job? What was easy? What was more difficult? How successful your studies were? What subjects were easier? What subjects were more difficult? What hobbies are related to your work? Why did you do undertook the previous employments? Why did you leave your previous jobs? Why do you want to work here? For how long would you like to work here? What work or session did you like the most? Why did you like it? How do you imagine a job you're applying to? Please describe yourself from negative and positive viewpoints. What your habits or weaknesses you dislike? What is your biggest weakness, where do you fail? What is your hobby? How do your hobbies benefit you? What do you do on your free time?

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SOCIAL RESISTANCE PROGRAM

Prepared by: Laura Stasiūnaitė

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Contents of social resistance program Public organization “Save the Children Lithuania“.......................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS ...................................................1 ......................................................................................................................................................................1 TABLE OF CONTENTS...............................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION..................................................................................................9 “SAVE THE CHILDREN Lithuania”...........................................................................................................9 INTRODUCTION......................................................................................................................................10 “Trips turned out into a nightmare”...........................................................................................................14 Practical group sessions devoted to prevention of human trafficking .......................................................14 Sessions “Trips turned out into a nightmare”..............................................................................................15 Table of Contents.......................................................................................................................................15 Introduction of practical group sessions ....................................................................................................22 “Trips turned out into a nightmare”...........................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS...........................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”............................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”....................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”....29 Session 4. “How to avoid dangers while going abroad for work?”.............................................................32 Session 5. “Where to apply for help?”.........................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” ............................................................................................37 SUPPLEMENTS........................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS .........................................65 Prepared by: Kristina Stepanova................................................................................................................65 Table of contents........................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”.............80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. ...........................................................................................80 The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old).....................................................................................80 I. THE CHILD AND HUMAN RIGHTS .................................................................................................81 THEORETICAL BACKGROUND...........................................................................................................81 229

1. HISTORY OF HUMAN RIGHTS ........................................................................................................81 2. HUMAN RIGHTS. CONCEPTS AND Notions ...................................................................................87 2.1 Classification of human rights...............................................................................................................88 3. HISTORY AND CONCEPTION OF THE CHILD RIGHTS...............................................................89 3.1 The basic provisions of the Convention on the Rights of the Child .....................................................91 One of the most underlying provisions of the Convention is the right of the child to live and develop. This principle which directly relates to the economic and social rights of the child is formulated in Article 6. It implies that not only the child’s life must be protected but also the child’s right to survival and healthy development. The term “survival” includes, inter alia, the necessity for preventive action. The term “development” in this particular context acquires the qualitative dimension. This term relates to each child and should be interpreted in a wider context bearing in mind the child’s physical and mental health as well as his/her spiritual, moral, cultural and social development............................................................92 II. THE PROCESS OF TRAINING children ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS.....................................................................................................................................................93 PRACTICAL PART..................................................................................................................................93 1. OBJECTIVES, SKILLS AND KNOWLEDGE of training on the subject of the CHILD AND HUMAN RIGHTS ....................................................................................................................................93 2. Work with children under the social program........................................................................................94 DESCRIPTION OF SESSIONS................................................................................................................96 3.1 Sessions intended for the junior group ..................................................................................................96 (children of 7 – 12 years old).......................................................................................................................96 Session 12. “I know how to protect myself”..............................................................................................121 Session 13. “The protective shield”...........................................................................................................124 Session 14. “The experts of rights and duties”..........................................................................................126 1. “Sitting down and standing up in pairs”...............................................................................................126 Session 15. “My dream city”.....................................................................................................................128 3.2 Sessions intended for children of senior age (13 – 17 years old) ......................................................130 Session 1. “What do I know about the child and human rights?”..............................................................130 Session 2. “The fundamental rights of the child”......................................................................................132 Session 3. “Violations of the child rights”.................................................................................................135 Session 4. “Human rights and the Universal Declaration of Human Rights“............................................137 Session 5. “Who protects my rights”?.......................................................................................................140 Session 6. “Stereotypes in our Life”..........................................................................................................142 Session 7. “Power Station”........................................................................................................................144 Session 8. “See Your Possibilities”...........................................................................................................146 Session 9. “Struggle for Power and Wealth”.............................................................................................148 230

Session 10. “Horoscope”...........................................................................................................................150 Session 11. “Equal Opportunities”............................................................................................................152 Session 12. “Maintaining the Balance”......................................................................................................153 Session 13. “Draw the Right”....................................................................................................................155 Session 14. “Scenarios of our Future”.......................................................................................................156 1. “I'm Entitled to my Name”....................................................................................................................157 3. “Answer where you are”........................................................................................................................158 Session 15. “Our Living Place, and Rights of the Child and Humans”.....................................................158 Supplements to the program of children and human rights studies.........................................................160 Supplement 1. The most important dates related to the human and children's rights ...............................161 ...................................................................................................................................................................161 Supplement 2. The main rights from the Convention on the Rights of the Child.....................................162 Supplement 4. “What am I like?” Samples of sentences...........................................................................164 Supplement 5. “Where to Ask for Help?”.................................................................................................164 Supplement 6. “Protective shield”.............................................................................................................166 Supplement 7. Violations of Children’s Rights.........................................................................................167 Supplement 8. Violations of Human Rights..............................................................................................168 Supplement 9. Failure to Perform the Duties.............................................................................................169 Supplement 10. Situations with Violations of Children's Rights...............................................................170 Supplement 11. Universal Declaration of Human Rights..........................................................................172 Supplement 12. “If I was...” ......................................................................................................................175 Supplement 13. “Stereotypes in our Life”.................................................................................................176 Supplement 14. See Your Possibilities......................................................................................................177 Supplement 15. Zodiac Signs....................................................................................................................178 Supplement 16. Life descriptions..............................................................................................................180 Supplement 17. Equal Opportunities.........................................................................................................182 Supplement 18. Maintain the Balance.......................................................................................................183 Content of the program of professional guidance and advice..................................................................185 Presentation of the program of professional guidance and advice ..........................................................192 Preparations for purposeful selection of profession, planning of own career, professional life is an important and valuable part of a versatile personality development. When planning the selection of profession it is important that a young man would be able to evaluate various proposals in all aspects, and select his profession not only according to the proposed salary but also according to its personal values, strives and dreams. Another aspect is important, too: awareness that we live in the world of continuous change, therefore our professional life and its success depends on our ability of lifelong learning, advancement, improvement, gaining new knowledge and skills..............................................192 231

Description of practical group Sessions ..................................................................................................192 Session 1. “What is a Career?”.................................................................................................................192 Session 2. “Ideal Job”...............................................................................................................................193 Session 3. “What am I?”...........................................................................................................................195 Session 4. “Me and my Strengths”...........................................................................................................199 Session 5. “My Life”................................................................................................................................199 Session 6. “How Others Perceive Me”.....................................................................................................201 Session 7. “People in My Life”................................................................................................................205 Session 8. “Me and Others”.....................................................................................................................208 Session 9. “My Life when I am 35”.........................................................................................................210 Children are handed the paper sheets “I am 35” and asked to imagine they are 35 years old. Let the children think, and describe that day. The instructor must encourage children to imagine everything they want, everything they dream, even though it seems not realistic now. .....................................................210 If it is difficult for kids to perform this task, the instructor can give them a sheet with additional questions “Questions for a person who is 35”, which will facilitate the task, and let the children create a story of one day. But in the beginning the instructor should allow children to try themselves, and only if they totally fail, he should give them the additional list as this list limits children's creativity and fantasy. Children are given 20 – 30 minutes to create a story. ....................................................................................................210 If it is difficult for you to imagine yourself being 35, try answering the following questions:.................212 Where do you wake up, what place is this?...............................................................................................212 Which hour is this?....................................................................................................................................212 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ...........................212 Session 10. “Planning”.............................................................................................................................213 Session 11. “Professions”.........................................................................................................................214 Session 12. “Who are they?”....................................................................................................................217 Session 14. “Job Search”..........................................................................................................................223 Session 15. “Writing the Curriculum Vitae (CV)” ..................................................................................223 Tools: page with a task “Curriculum vitae” (Task sheet “Curriculum vitae”, page 187) (one sheet for each child), writing tools, drawing tools, old newspapers, magazines, coloured paper, scissors, glue. ...........223 232

Session plan:..............................................................................................................................................223 Children are proposed to create their CV – life description. In the beginning, the following can be discussed:...................................................................................................................................................223 What is curriculum vitae (CV), what is it needed for?..............................................................................223 What is the most important when writing a life description (CV)?...........................................................223 To what issues does an employer pay attention when reading the life description (CV)?........................223 How should the life description (CV) be written? What things are important to mention? .....................223 Children get the sheet “Curriculum vitae”, which they fill, this way trying to prepare their own CV. If possible, the task could be done on computer. Children also may open the job search websites where they can try completing the CVs (e.g., www.cvmarket.lt, www.cvonline.lt, www.cv.lt etc.). ........................223 Later children are proposed to organise the CV competition, to create a playful CV. The instructor explains to children that their CV should represent what the children are. Later the presentation of all CVs is organised; children together select the most original, the most playful, the most creative etc. CV. Symbolic prizes can be invented. Children can create any CV they can imagine. They can:...................223 Create CV of any size and format..............................................................................................................223 May use pictures........................................................................................................................................223 May use drawing tools...............................................................................................................................224 May use various other materials: magazines, newspapers, coloured paper sheets etc. ............................224 May decorate their CVs.............................................................................................................................224 May present their CV to others in a way they like. ...................................................................................224 Task sheet “Curriculum vitae”...................................................................................................................224 Session 16. “Job Interview”.....................................................................................................................224 Task sheet Employer’s Requirements........................................................................................................226 Task sheet Employer’s questions...............................................................................................................227 Contents of social resistance program .....................................................................................................229 Presentation of social resistance program................................................................................................236 Description of practical workshops – group sessions .............................................................................237 Session 1. “Reasons for Smoking, Using Alcohol, Narcotic substances”...............................................237 Session 2. “Advertising of Alcohol and Tobacco”...................................................................................237 Session 3. “Consequences of Alcohol Use”.............................................................................................238 Session 4. “Consequences of Tobacco Use”............................................................................................238 Session 5. “How Much Money is Spent for Cigarettes?”........................................................................239 Session 6. “Is it Difficult to Say “No”......................................................................................................239 Session 7. “What, Why and How?”.........................................................................................................240 Session 8. “Narcotic substances”.............................................................................................................241 Session 9. “True or Wrong?”...................................................................................................................241 233

Session 10. “Forecasting the Consequences – What Would Happen if I Behave this Way... “...............242 Session 11. “Rachel and her Friends (Criteria and Subjectivity of Assessment)”...................................243 Session 12. “Family”................................................................................................................................245 Session 13. “What do You Know About Alcohol, Tobacco and Other Drugs?”.....................................245 Supplements to social resistance program................................................................................................248 Presentation of Self Cognition Program...................................................................................................271 DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS............................................272 Session 1. “All Together”.........................................................................................................................272 Session 2. “Tree of Life”..........................................................................................................................273 Session 3. “My Group”............................................................................................................................273 Session 4. “What am I?”...........................................................................................................................274 Session 5. “Love – What is it?”................................................................................................................275 Session 6. “Communication – What is it?”..............................................................................................276 Session 7. “Photos”..................................................................................................................................277 Session 8. “Stereotypes and Tolerance”...................................................................................................278 Session 9. “The Island”............................................................................................................................279 Session 10. “Conflicts and Ways to Solve Them”...................................................................................281 Supplements to self cognition program....................................................................................................283 Supplement 2. A question for you and about you....................................................................................285 Content of social skill development program...........................................................................................288 Presentation of Social skill development program...................................................................................295 The booklet presents the programs of social skill development. The purpose is to form and develop the basic social skills of children. The main tasks are:..................................................................................295 Description of practical workshops – group sessions..............................................................................296 Session 1. “My Wonderful World”..........................................................................................................296 Session 2. “My Values”............................................................................................................................298 Session 3. “The First Impression”............................................................................................................299 Session 4. “Your Wonderful World”.......................................................................................................300 Session 5. “Emotions”..............................................................................................................................301 Session 6. “Chart of my Emotions”..........................................................................................................302 3. Traffic Lights.........................................................................................................................................303 Session 7. “Where are the Feelings Born?”.............................................................................................303 1. Exercising According to the Signal.......................................................................................................303 Session 8. “Steps for Making Decisions”.................................................................................................304 Session 9. “Ripples”.................................................................................................................................306 Session 10. “The World I Would Like to Live in”...................................................................................307 234

Session 11. “Skills of Health and Healthy Lifestyle”..............................................................................308 Session 12. “Risk”....................................................................................................................................309 Session 13. “How Can I Stand That”.......................................................................................................311 Session 14. “Mutual Relations”................................................................................................................312 Session 15. “Accept, Ignore, Reject”.......................................................................................................314 Session 16. “The New Ending”................................................................................................................315 Session 17. “What are Good Friends?”....................................................................................................316 3. Circle of Trust......................................................................................................................................317 Session 18. “Let’s Build a House”...........................................................................................................318 Supplements to the social skills program.................................................................................................320

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Presentation of social resistance program One of the most relevant and actual social problems characteristic to many societies is drug and alcohol abuse by young people. The number of children and young people using narcotic substances is continuously growing. Children often begin using narcotic substances due to the lack of basic skills and knowledge – they are afraid of losing support of their contemporaries, and they are convinced that the harm of narcotic substances to their organism and health can be corrected, they give in to the pressure etc. This proves the necessity of developing the social resistance of children. Social resistance is a personal ability to react successfully in stressful and unfavourable situations. This ability is important for every human, as it allows a person to solve his life problems successfully, to resist negative social influences such as drug or alcohol addiction etc. Social resistance is formed by such personal features as sociability, self-confidence, adequate selfassessment, optimism, ability of solving problems, critical thinking, ability of making friends and maintaining mutual relations, ability of accepting challenges, admitting own mistakes, correctly assessing own successes or failures. Formation of social resistance is important when talking about the education of children – the global experience indicates that it is a successful and efficient part of preventive activity. The program of developing the social resistance described in the booklet is intended for developing the skills of social resistance. The program was developed after assessing the knowledge, skills and needs of children of the children's day-care centre “Give Your Hand” of the public organisation “Save the Children”. The program has a preventive character. The program’s purpose is to develop social resistance by providing precise information about the harm of abusing alcohol, tobacco and other narcotic substances for young organism. The main tasks of the program: • To develop and facilitate the children’s ability of saying “No”. • To teach children to evaluate critically the viewpoints, opinions and information about alcohol and other narcotic substances. • Development of children’s ability of making decisions and proper choices. • To provide information for children about the narcotic substances, and their impact on our health and life. The entire program consists of a 13 workshops cycle. The program is intended for children of 13 – 18 years old (it can be applied for children not younger than 10 years, according to the target groups).

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DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS Session 1. “Reasons for Smoking, Using Alcohol, Narcotic substances” The purpose is to provide an opportunity for children to name the reasons of smoking, using alcohol, and understand these reasons. Duration – 45 min. Tools: paper sheets, pens. Session plan: 1. Routine of Reasons Children are divided into three groups; each group gets a sheet of paper with different words on each of them: “Smoking”; “Alcohol”; “Drugs”. All groups must write the reasons determining these factors. Every 5 min. the groups exchange the sheets and complement the lists. This way, all groups complete all sheets. Later the instructor discusses with children, what reasons are unambiguous, what reasons are inherent only to one of the groups. General reasons are written on a separate sheet of paper. The reasons of using the narcotic substances are discussed with children: • What reasons, in the opinion of children, determine the onset of harmful addictions? • Can these reasons solve the problems? • Are these reasons serious enough to begin smoking, abusing alcohol and other narcotic substances? Summarisation – in a circle, children express their opinions.

Session 2. “Advertising of Alcohol and Tobacco” The purpose is to discuss the reasons forcing the contemporaries to begin using alcohol. Duration: 45 min. Tools: paper sheets, pens, magazines containing advertising of alcohol and tobacco. Session plan: 1. Select the Most Attractive The instructor asks children to divide themselves into several groups of 3 – 4. Children are given magazines with advertising of alcohol and tobacco. Children groups must select one, the most attractive advertising of alcohol or tobacco, and tell something about it. Questions for discussion: • Why advertising is needed? • Why did children select specifically this advertising? • Why it is attractive? • Do you see it often, how often do you see it? • Does advertising always “tell” the truth? Why? • For what purposes do companies and organisations create advertisings? What are their goals? • Does, in children’s opinion, advertising cares about health, life? And are these things important for us? Children's right to be protected against harmful advertising is discussed. 2. Anti-advertising

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After the discussion the instructor again asks children to make the groups of 3 – 4 persons. Children get paper sheets and many old magazines for cutting. They create the anti-advertising of alcohol, tobacco. When the groups complete the task, they present it to everyone. The whole group discusses information discovered during the workshop, children express their opinion why it is good or bad to advertise alcohol and tobacco, why one should not trust advertising.

Session 3. “Consequences of Alcohol Use” The purpose is to discuss the reasons inducing young people to use alcohol. Duration: 45 min. Tools: paper sheets, pens, large paper sheets/board, information about alcohol (Supplement 1 Information about alcohol). Session plan: 1. For and Against The instructor asks children to tell arguments “for” and “against” the use of alcohol. All ideas of children about the positive and negative aspects of using alcohol are written on the sheet of paper or on the board . Then the following is discussed with children: • The number of what arguments, the positive or the negative, is higher? And what arguments are more convincing? • Is an alcohol use a pleasure, or a disease? Why? • Are the arguments “for” irreplaceable? Maybe children can offer an alternative behaviour? E.g., if such an argument as Alcohol helps to relax, was indicated “for” using alcohol, the alternative behaviour causing no harm for organism could be proposed, e.g., interesting activity, leisure time with friends, attending a circle or a workshop etc. After the discussion the instructor may hand out for children the sheets with basic information about alcohol and alcoholism. This information can be read together with children. Later, the following can be discussed: • When a person using alcohol is already an alcoholic, and when – not yet? • Where is a boundary when you should say “no”? • Is a pleasure given by alcohol worth its consequences? • How not to become an alcohol addict? The discussed information and ideas of children are summarised.

Session 4. “Consequences of Tobacco Use” The purpose is to discuss the reasons inducing young people to smoke. Duration: 45 min. Tools: paper sheets, pens, page with an inscription “I agree” and page with an inscription “I disagree”. Session plan: 1. Two Poles In one side of the room the instructor hangs the sheet with an inscription “I agree”, in the other side – “I disagree”. The instructor stands in the middle between these two poles. Somebody reads the statements, and children have to stand in a place which seems more correct to them. After each statement, each child arguments his choice. If arguments of friends seem more persuading, children can change the sides. The proposed statement: • Only the children whose parents smoke, begin smoking too. • You can always quit smoking, if you want. • Pleasure of smoking is bigger than the harm it causes. • The number of smokers would be less if there was less advertising. • Smoking helps to relax, therefore when you are nervous, the best thing is to smoke. The instructor can select additional statements.

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Later he with children discusses about tobacco and the harm of smoking for your organism: • Why smoking is harmful? • How smoking affects our organism? Is it harmful only for health? For what else? (e.g., hygiene – your clothes become smelly, unpleasant odour in your mouth, your teeth become yellow). 2. Save Your Friend Children give examples of their family members, friends that would like to quit smoking, but are unaware how to do it. Then the instructor asks children to divide into groups of 3 persons. In the groups children create the “Non-smoking recipe”, where they plan the steps of quitting smoking and helping to do this for a family member or a friend. When the groups complete the task, they discuss all “Non-smoking recipes” and compile one joint recipe from them all. The workshop is summarised, and additional ideas are told.

Session 5. “How Much Money is Spent for Cigarettes?” The purpose is to encourage children to evaluate how much money is spent “to the air”, how smoking affects the family budget. The purpose is to encourage creative and critical thinking of children. Duration – 45 min. Tools: paper sheets and writing tools. Session plan: 1. Let‘s Count The instructor asks children to think about some smoker they know well. It can be a family member or a friend. How many cigarettes he smokes per day in average? What cigarettes does he smoke? How much does that cigarette pack costs? Then the instructor proposes the children to calculate: • The person smokes N packs of cigarettes per week, price of one pack is K litas. • Amount of cigarettes per month: N packs x K litas. x 4 weeks. • Amount of cigarettes per year: number of packs per month x 12 months x K litas. • In X years (enter the number of years this person is smoking), the person has already spent on cigarettes: K litas, money spent on cigarettes per year x number of years this person is smoking. Children anounce the results of calculations aloud. Then the instructor asks children to think what can be bought for this money (e.g., new TV set, washing machine, or maybe even a car...). The children should think how much money they would lose if they begin smoking, or if they continue smoking. The following is discussed with children: • Do we loose a lot when smoking? Why? • What children can do with the money they spend on cigarettes (or a person described by them spends)? • Do we loose only money? What else do we loose?

Session 6. “Is it Difficult to Say “No” The purpose is to develop the children’s ability of saying “No”. Duration – 45 min. Tools: paper sheets with small clouds (Supplement 2 Small Clouds) (one per children group). Session plan: 1. Small Clouds The instructor encourages children to remember the previous sessions, and the reasons discussed during them why children begin smoking and using alcohol. The instructor writes the reasons listed by children on a large paper sheet or a board, and underlines all reasons related to friends and contemporaries.

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Children are divided into three groups. Then the instructor hands out the sheets with “small clouds” to the groups. The sheets represent the friends inviting another friend to drink with them. The small group has to think out the words how the invited person should refuse. The answers are written in “clouds”. Each group presents its results. Then everyone may discuss the most acceptable and the most persuading refusal; to discuss the refusals most often given by children, and their efficiency. 2. No! After the discussion the instructor invites children to act out the discussed situation, represented in the sheet with “small clouds”. One child (or the instructor) has to play the proponent, and other children must rotate as the ones who refuse. Each other must think of their own ways of refusal. It is also very important for each child to try saying “no”. Together with children, the instructor discusses how to say “No”, so that our refusal would be efficient: • “No” must be told immediately after hearing the offer you don't like, you must not hesitate; • “No” must be told in a firm voice; • “No” must be told loudly and clearly; • You must look into the eyes of the one you're talking to; • You must make no excuses. There are several ways and if you know them, it is easier to refuse from an unacceptable offer: • Downgrade the proposal, but try not to insult another person; • Ignore the proposal; pretend you didn't hear it; • Distract attention to something else, or propose another activity; • Join another group, company; • Simply step aside; • Tell politely, but firmly: “thank you, but no”; • Avoid such situations, foresee them in advance; • Repeat the word “no” like a broken record; • Explain briefly a reason for refusal; do it in a firm voice without extensive discussions.

Session 7. “What, Why and How?” The purpose is to introduce children to the problem of using narcotic substances. Duration – 90 min. Tools: film about narcotic substances (e.g., “Requiem Of A Dream”), audio, video equipment. Session plan: 1. What, Why and How? Instructor together with children watches a film about use of narcotic substances and its consequences. The proposed film – Requiem Of A Dream, demonstrating the lives of several people before and after becoming the abusers of narcotic substances. In the end each character's life is tragic and sad because abuse of narcotic substances has ruined their personalities. After the film, the following is discussed together with children: • What new things did children see in the film? • What is the main moral of the film? • What happened to the film characters? (Analyse the reasons more specifically) • What would children do differently so that the film would end happily? The instructor offers children to become the authors of the film scenario, and create the happy end for it. It can be done by staging a play in the groups, drawing a joint drawing or writing a joint essay. When children present their works, the following is discussed: • What ending do the children prefer – that of the real film, or created by children? Why? • Why the end created by children is happy – what things were different so that everything ended happily? • What “end” in real life usually happens for people abusing drugs? Why?

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Session 8. “Narcotic substances” The purpose is to discuss the major information about narcotic substances, and explain such definitions as “psychological dependency ”, “physical dependency”, “drug addiction”. Duration – 45 min. Tools: board/large paper sheet, writing tools. Session plan: 1. Narcotic substances and Our Self-Determination Children are divided into groups (3 – 4 participants). They are given a task: to talk among themselves in their groups, and discuss the reasons inducing children to test narcotic substances. Children are proposed to recollect the reasons related with the use of alcohol, smoking. Later the groups present their works. The instructor offers to discuss the following reasons: • Desire to feel as adults; • Desire to adapt to the group; • Desire to feel better; • Desire to be more courageous; • Protest, or challenge to other opinions; • Curiosity. It is possible also to discuss the reasons specified by the children. Children are asked: • Are these reasons related to volunteer resolution of a person, or they rather arise from fear of staying alone, not adapting? • What skills and knowledge is needed for a person willing to “protest”, not give in to the specified reasons? • Is it really worth giving in to the fear, to the pressure of others, and beginning to use narcotic substances? Are the persons proposing us narcotic substances indeed our good friends? Would people who care about us do that? • Can children tell what the consequences of abusing drugs are? Then such definitions as “psychological dependency ”, “physical dependency”, “drug addiction” are discussed with children. Drugs are chemical substances and their use affects and changes our self-being, thinking, behaviour, cause psychical and physical dependency. Narcotic substances are not food. There are various narcotic substances, and reasons of using them differ as well. Drugs are used due to internal motivational related with the needs and desires, and due to external stimuli such as advertising in media, encouragement by friends, drug availability. The most efficient way not to start using narcotic substances is to say “no” to them already on the first time a person encounters them, and to adhere to this attitude. The refusal must be short and firm. The more words we use, trying to motivate our refusal, the less persuading it will seem. Children in their groups should try motivating their refusal to smoke, to use alcohol or tablets. They can use small clouds from the session 6.

Session 9. “True or Wrong?” Purpose – to help children to distinguish the truth about drugs from different unsubstantiated opinions. Duration – 20 min. Tools – thicker A4 format paper sheets, can be coloured (two sheets of the same colour), writing tools, scissors. Session plan: 1. Mosaic Mosaics can be made in advance by the children. Two similar paper sheets are divided into fragments of different sizes and shapes. On the fragments of the first mosaic, correct statements about drugs are written, the

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fragments of the second mosaic contain incorrect statements. There should be no more than 4 – 6 fragments in one sheet of the mosaic. The higher the number of fragments, the more time will be needed for the mosaic completion. Proposed statements: Correct statements: 1. According to the law, champagne is sold only for persons not younger than 18 years. 2. Small amounts of alcohol help to relax for some adults. 3. Marihuana can be mixed with tobacco and rolled into cigarettes. 4. After using ecstasy, the sounds, colours, and emotions become stronger. 5. Ecstasy may cause liver and kidney disorders. 6. Staying in smoky air for a long time (for longer years), one may get a disease of smokers – bronchitis. 7. Law prohibits selling tobacco four persons younger than 18 years. 8. Tranquillisers can be used only upon doctor's prescription. 9. If a stranger is proposing you tablets or powder, you must refuse. Incorrect statements: 1. You can become an alcoholic when drinking champagne. 2. Alcohol helps people to solve their problems. 3. Marihuana is a weak and innocent drug. 4. Ecstasy helps to relax, there are no negative consequences after using this drug. 5. If you use drugs, it is okay to drink alcohol too. 6. Tobacco smoke does not affect non-smoking people around. 7. Smoking is not harmful if you don't inhale the smoke deeply into your lungs. 8. To prevent stress during exam, it is worth taking lots of tranquillisers. 9. All of those who are not afraid of risking and trying drugs, have many friends. Making a mosaic: 1. Take two sheets of paper. Draw a different pattern of mosaic on each sheet. The mosaics should not differ too much from each other. 2. One correct statement about drugs should be written on each piece of the first mosaic, and one incorrect statement should be written on each piece of the second mosaic. 3. When making the copies, different colours of paper are better to use for each pair of mosaics (correct and incorrect statements). The ready pairs of mosaics are inserted into separate envelopes. Using a mosaic: 1. Each child or group gets a mixed pair or mosaics containing the correct and incorrect statements. Children are first asked to put the correct statement into one heap, and incorrect into another. 2. To check if they have divided the statements correctly, children have to complete the mosaics. If some detail does not fit, it is clear that children have made a mistake in selection, it means the statement can be replaced according to the shape of the detail. 3. When everyone puts their mosaics in place, the group discusses which statements were the most misleading, why they are correct or incorrect. The following is discussed with children: • How did they succeed in making a mosaic? Did they make many mistakes? • Does all our knowledge about narcotic substances is correct and thorough? • Is it worth trusting the things our friends tell about narcotic substances? What about persons who distribute the narcotic substances? What about psychologists, social pedagogues? Why?

Session 10. “Forecasting the Consequences – What Would Happen if I Behave this Way... “ The purpose is to learn to foresee the consequences of our own actions, i.e. “what would happen if I behave this way ” or “what would happen if I do that...” Duration – 45 min. Tools: writing tools, paper sheets, page with a task “What would happen if...” (Supplement 3. What would happen if...) (one copy of each table for all participants of the session). Session plan: 1. Consequences of Decisions

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The instructor talks with children about the influence of our solutions to our own life. Often it is difficult to foresee the consequences of our actions, or to guess what will happen if we act this way or another. Certainly, it is easy to understand that if you touch the fire, you will get burnt. Therefore even small children know that it is dangerous to play with fire. It is more difficult to foresee the consequences of actions that seem innocent, or even interesting and pleasant at a first glance, but in fact they are dangerous. Consequences of such actions are not “visible”, they become evident later, and therefore they can be only foreseen and understood by our reason. E.g., alcohol drinks seems totally safe, not dangerous, and on the contrary – even interesting, and after drinking them, one feels fun for some time. The negative effect of alcohol manifests much later, and by knowing this, a person may understand what the consequences of drinking are, therefore he can choose to drink or not to drink. Then the instructor hands out for children the task sheets “What would happen if...”. He asks the children to independently think and assess the statements in the first table, and to fill the second table explaining why the action seems dangerous or not dangerous, and what could be the consequences of the evaluated action. When children complete the task, they together discuss the table, and read what they have written. Data from the table can be used as a material for discussion. For easier discussion, statements from the table can be written on the board /large paper sheet. One can calculate how many children agree to one or another of opinion, e.g.:

It seems not dangerous, but it is dangerous Spreading rumours

4 children

It seems not dangerous and it is not dangerous 6 children

It seems dangerous but it is not dangerous 1 child

It seems dangerous and it is dangerous 0 children

The instructor pays the children's attention that talking about dangerous and not dangerous things, often one may not find one final answer. The things more dangerous to some people, may be not too dangerous for others or may be even absolutely safe (e.g. alcohol drinks for children are far more dangerous than for adults), or what is dangerous in one situation, may be less dangerous or absolutely safe in another (e.g., it is more dangerous to cross the street at red light than at green).

Session 11. “Rachel and her Friends (Criteria and Subjectivity of Assessment)” The purpose is to notice and understand that evaluation of actions is a subjective issue depending on personal experience of a person who is evaluating it, and on the selected evaluation criteria. Duration – 45 min. Tools – the “Crocodile River Story” on a large sheet of paper or on the board (Supplement 4. Crocodile River Story). Session plan: 1. Evaluations The instructor briefly introduces children to the problem of evaluation. Every day we inevitably evaluate behaviour of ourselves and others. When discussing drugs, we also make evaluations. We evaluate ideas and actions of drug addicts, society, parents and other relatives of drug addicts, drug sellers. Our evaluation is always subjective: everyone differently assesses different acts. E.g., for some persons, lie seems a very bad sin whereas lying seems not such a bad crime to others. Some think that medication prescribed by doctor should be necessary used and that a person disregarding doctor‘s advises causes harm to himself, and others are quite sceptical about people using medications prescribed by doctors, and prefer alternative treatments. The way how we evaluate people and their acts depends on our education, our upbringing, values, experience, and views.

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We evaluate each specific person or act according to a certain criterion: e.g., we evaluate a person according to the good or bad things he has done, according to his likes or dislikes. We evaluate actions according to benefits or damage they bring, according to their meaning, pleasure, educative value etc. 2. Crocodile River Story The instructor asks children to read the “Crocodile River Story”. Then the children are divided into groups. Each group, based on a certain selection criterion, has to evaluate the behaviour of the story characters and grade it according to the following scheme: The story character who has behaved the worst (or very badly): 1. Why do I think so? Because he.......................................... 2. Why do I think so? Because he.......................................... 3. Why do I think so? Because he.......................................... The story character who has behaved the least worst 1. Why do I think so? Because he.......................................... 2. Why do I think so? Because he.......................................... 3. Why do I think so? Because he.......................................... Children can themselves invent criteria for evaluation. Each group has to select one criterion according to which they will evaluate behaviour of the story characters. Groups may select different criteria, or several groups may select the same criterion. If children fail, the instructor must help to formulate the criteria. The criteria can be as follows: • Which character of the story caused the most harm to Rachel? • Which character of the story caused the most harm to Ulman? • Which character of the story caused the most harm to all other village people not mentioned in the story? • Which character of the story caused the most harm to crocodiles? The more interesting criteria you think of, the more interesting the evaluation will be. When the discussion is complete, each group is asked to fill the evaluation table (Crocodile River Story, evaluation table, page 204). Crocodile River Story, evaluation table

Group I Selected criterion (enter: e.g., which character of the story caused the biggest harm to himself) 1. Name of the character who has behaved the worst

Group II

Group III

Group IV

Group V

Selected criterion (enter)

Why do I think so? Because he.......................................... Why do I think so? Because he.......................................... Why do I think so? Because he..........................................

Name of the character who has behaved the least worst Why do I think so? Because he.......................................... Why do I think so? Because he.......................................... Why do I think so? Because he..........................................

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The instructor discusses the results of work in groups together with children. Evaluation of the characters’ behaviour may differ according to various criteria. A character whose behaviour, based on one criterion, was the worst, can become the least worst according to another criterion (i.e. he can become the best character in the whole story). And sometimes even selecting the same criterion, two groups may assess different characters completely differently (this is determined by subjectivity of evaluation). In fact, each character in this story was behaving badly, but some of them were very bad while others were not so bad. Therefore the instructor asks to evaluate behaviour of the story characters not according to the scheme “who is the best, and who is the least good”, but according to the scheme “who is the worst, and who is the least worst”. Such mode of evaluation is determined by the topic – drugs, attitude towards drugs, and to people using and distributing drugs. One should also pay the attention of children that a character of the story who “behaved the least bad, or not completely bad” is automatically the one who “has behaved the best”. This will help to notice that people using or distributing drugs are not only bad, they also have good qualities. But the activity they are engaged in is a crime.

Session 12. “Family” The purpose is to discuss the models of proper behaviour in critical situations. Duration – 45 min. Tools: roles of family members written on separate pieces of paper (Supplement 5. Roles of family members). If there are mode kids, extra cards can be prepared. Session plan: The instructor talks with children that when one of family members begins using drugs, this situation and its solution depends much on the behaviour of other family members. Today we will talk specifically about this. Here is a situation we have: a family found out that their son or daughter began using drugs. Each child will get a card with a written position, and attitude of a family member towards the one who uses drugs. Each child will see a number on the corner of the paper sheet. It is a number of the child's family. Children have to find their families according to the number, and briefly discuss which family members each of them will play. Each “family” selects which drug is used by their family member. After children draw the sheets, and divide themselves into the groups – families, they are allowed to discuss the issues for 5 – 10 min. Each group – family plays their situation one after another. The play lasts for about 5 min. After each play, spectators are proposed to guess what was the position of each family member towards the person using drugs. Children are asked if such behaviour will help to solve a problem, or only aggravates the situation. How should the family members behave? After all plays are complete, children are given the same question about the behaviour of family members which can facilitate solving the problem, and behaviour that would aggravate the situation. Are the reactions of family members different towards their son or daughter? In the end of the discussion, the instructor must emphasise that the most important thing in solving any problem or arising issue is the ability to listen, and willingness to co-operate, to support, and to help. Accusations to each other, ratings often bring no good but complicate the situation. After the session, all roles are discussed, along with the feelings of children, on who and when was feeling the best, and who didn't like their role. Was it difficult or easy to get into the role?

Session 13. “What do You Know About Alcohol, Tobacco and Other Drugs?” The purpose is to check the knowledge of children gained during the sessions, to develop the skills of co-operation and communication. Duration – 45 min. Tools: playing board with cards, dice and moving pieces. If there are no possibilities of making a larger playing board, the road can be drawn on the board, and squares can be numbered. A certain figure has to be selected for each group (star, circle, triangle etc.), which is marked on the board, in a certain square, after the group rolls a dice. A question is read aloud for everyone.

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Session plan: A playing board can be made according to the sample, or children can be asked to prepare it at home. The instructor must print and cut the cards with questions. Considering the discussed topics, the instructor may prepare the questions for the game himself. Children may also prepare questions for the game. Elder children may prepare this game for younger ones, and organise the session themselves. The instructor introduces children to the game rules, and then children are divided into groups by 4 – 5 kids. Rules of the game: square of each road is covered by a card; each card has a sequence number on the external side and a question on its internal site. By rolling a dice, the sequence order for the groups to play is established. After rolling the dice, a group steps forward by the number of squares on the board equal to the number of points on the dice, and opens a card with a question. If the group steps on the square with a question already answered, they must take the closest card. After answering a question, the group remains in the square until the next roll of the dice. If they do not answer, they go back to the previous position, and other groups have a chance to try answering the question according to the established sequence. The group who reaches the finish first, wins. Symbolic prizes can be awarded. Questions and answers: 1. From what age can you buy cigarettes? Correct answer: from 18 years 2. How do we call the cleaning of organism from drugs, as a form of medical help? Correct answer: detoxication 3. What develops first – psychological or physiological dependency from drugs? Correct answer: psychological 4. When the World Non-Smoking Day is? Correct answer: May 31st 5. Is the statement correct: “only those who have weak will become drug addicts”? Correct answer: incorrect. 6. Is the statement correct: “after snuffing glue vapour, one can become dizzy, but it is not dangerous”. Correct answer: incorrect. Glue vapour is very dangerous. It can seriously and irreversibly affect the organism. 7. What the tolerance to a drug is? Correct answer: a gradual fall into the habit of using a drug, a weakening reaction of organism to the same amount of preparation. 8. What passive smoking is? Correct answer: breathing the cigarette smoke of surrounding people without smoking yourself. 9. What psychological dependency from drugs is? Correct answer: unhealthy attraction to use narcotic substances continuously in order to achieve a comfort condition. Drugs overtake personal ideas, feelings and activities, therefore it is very difficult to discontinue using them. 10. What physical dependency from drugs is? Correct answer: it is a change of all organism functions, displaying significant physical disorders if the use of narcotic substance is discontinued suddenly. 11. It is well known that smoking is hazardous to lungs. What other important organ it harms? Correct answer: the heart. Smoking is one of the main reasons of cardiac diseases. 12. Is the statement correct: “If a pregnant woman uses alcohol, it can harm the foetus”: Correct answer: correct. Everything drunk and eaten by mother, is drunk and eaten by her unborn baby. 13. How do we call a man completely refusing alcohol?

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Correct answer: abstinent. 14. Why passive smoking is dangerous? Correct answer: it may cause disorders of respiratory organs, harm our health. 15. Can one get used to smoking? Correct answer: yes, one can get used to smoking both physically and psychologically.

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SUPPLEMENTS TO SOCIAL RESISTANCE PROGRAM

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Supplement 1. Information about alcohol What is alcohol? Alcohol suppresses the nervous system, by simultaneously acting on all systems of the organism. It has short-term effect on our emotions, thinking, motion co-ordination, and long term effect causes irreversible damage to brain and liver. Women drinking alcohol during pregnancy may harm their baby. Alcoholism is a disease arising due to long-term abuse of alcohol. One can become an alcoholic irrespectively of his nationality, family, race, social or economic environment. It is very difficult to live together with an alcoholic. Alcohol is a reason for many suicides, accidents and other disasters. What is alcoholism? Alcoholism is a disease which arises when people become dependent on alcohol. The disease destroys the organism of an abusing person, his mental abilities, and his family. People unable of living without alcohol, are called alcoholics. Some people feel a need to drink from the very first glass, while for others it takes a longer time to develop, when alcohol is used often, and in big amounts. Physical self-being of those who discontinue using alcohol is very bad. Therefore, they are unable of overcoming their problem without the assistance of others. What are the features of alcoholism? Symptoms of alcoholism are different for different people, because people live in various environments, therefore alcohol affects them differently. Some alcoholics: • Once they begin drinking, they cannot stop; • After having a drink, they change completely: they become aggressive, shout and make noise, drive when being intoxicated, get involved into fights; • They can loose memory – being drunk, they are unable of remembering what they have told or done even before drinking; • They are angry when someone is asking about drinking, they negate this to be a problem; • They do not tell all truth about drinking; they promise to quit, but later do not keep their promises; • They hide alcoholic beverages, and drink secretly; • They communicate with other drinking people; • They drink alone; • They stop drinking temporarily, but then start again; • They stop paying attention to their appearance, they don't take care about themselves, and they smell with alcohol. What can children do if they face a problem of alcoholism in their family? Alcohol abuse in a family is a painful experience for its each member. There are no easy solutions for this problem. The most important things which a child should know: • He should not blame himself for his parents‘ alcoholism, everyone decides on his own to drink or not to drink; only you, yourself can give up and start using alcohol. A child and his behaviour cannot affect this decision. • He is not alone, there are many children living in such families; • A child alone cannot change the behaviour of an alcoholic. A person himself must be willing to change in the first place; • There are institutions and organisations that may help to solve such a situation if a person who drinks is willing to make changes; • It is not shameful to ask for help, because a drinking person will not admit that he has problems, it is a task for specialists; • It is not worth arguing with a drunken person, because he does not understand the gravity of situation; • It is not worth hiding alcohol drinks from an alcoholic, or otherwise attempting to delay the problem solution because it will give only short term effect; • Alcoholism is a disease even though alcohol addicts try to negate it;

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Alcohol addicts must receive professional help in health care institutions. A child may only support his family member and his desire to change his life, to stop drinking.

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Supplement 2. Small clouds

Hey, Vytas! Letâ&#x20AC;&#x2122;s get unsupervised, letâ&#x20AC;&#x2122;s go for a party. We can get a drink; certainly there will be enough alcohol.

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It seems not dangerous, but it is dangerous

Supplement 3. What would happen if... It seems not It seems It seems dangerous and dangerous dangerous it is not but it is not and it is dangerous dangerous dangerous

1. Spreading rumours 2. Speaking to a boy or a girl you like 3. Crossing a street at red streetlight 4. Fondling a stranger cat or dog 5. Jumping to a river or a lake from a springboard 6. Washing yourself 7. Walking in a cemetery at night 8. Going to a lion cage in a zoo 9. Not taking the medication prescribed by doctor 10. Taking the medication “prescribed” to yourself by yourself 11. Parachuting 12. Swimming in icy water 13. Smoking 14. Communicating or making friends with smokers 15. Drinking alcohol beverages 16. Communicating or making friends with people drinking alcohol 17. Using drugs 18. Using alcohol and smoking at the same time 19. Selling drugs 20. Communicating or making friends with people using drugs

Why does it seem not dangerous / dangerous?

What consequences can this action bring?

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15. Drinking alcohol beverages 16. Communicating or making friends with people drinking alcohol 17. Using drugs 18. Using alcohol and smoking at the same time 19. Selling drugs 20. Communicating or making friends with people using drugs

Supplement 4. Crocodile River Story Long long ago there was a girl named Rachel. Rachel loved a guy named Ulman. Ulman lived at a riverbank. Rachel lived on the other side of the river. The river separating the beloved ones was full of crocodiles â&#x20AC;&#x201C; cannibals. Unfortunately, a bridge connecting both banks of the river, was washed away during a flood. Willing to stay with Ulman, Rachel had to swim across the river. She asked Sendrick, the river captain, to move her to the other side of the river. Sendrick was a drug dealer. Therefore he agreed to move Rachel with a condition that she would start selling drugs in her village. Rachel strictly refused, and went to her friend Aristide. She told the friend about her sorrow, and her sad situation, but Aristide was not willing at all to get involved into this situation, and refused to help Rachel. Rachel decided that she has the only way out â&#x20AC;&#x201C; to accept the Sendrickâ&#x20AC;&#x2122;s offer and agree with his conditions. When Rachel began selling drugs, Sendrick kept his promise, and moved her to the other side of the river. When Rachel told Ulman that she became a drug dealer, Ulman told her: - If your sell drugs, probably you use them yourself, too. I do not want to be friends with a drug addict. Ulman told Rachel to go away. Full of despair, Rachel went to her friend Silvius and told her story. Silvius, being compassionate to Rachel, beat Ulman up. Rachel was very happy. When the sun comes above the horizon, we hear Rachel laughing at Ulman.

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Supplement 5. Roles of family members Family 1 1. Son. He began using drugs.

1. Younger brother. Mocks at the problems of his elder brother. Family 2 2. Son who began using drugs.

2. Sister. Wants to hear nothing. She needs money for new clothes, cosmetics. Family 3 3. Son who began using drugs. 3. Uncle (father’s brother living together) Remembers his own “gambados of young years”. Family 4 4. Daughter who began using drugs. 4. Brother. Laughs at his sister's problems.

Family 5 5. Daughter who began using drugs. 5. Brother. Tries to defend his sister.

1. Father. Wants to hear nothing about the problem. “I earn money, and I am not intending of hearing anything else”. 1. Grandmother. Praises her grandson. Reminds parents the “sins of their youth”.

1. Mother. Complains that “everything is already on her shoulders”, she is tired, and no one helps her. “Father, say your word”. 1. Grandfather. Dissociated from anything, he only cares about television.

2. Father. Scolds, screams, threatens, accuses mother that it is “the result of her upbringing”. 2. Brother. “A good one”, he is worried that his brother would not harm his reputation at school.

2. Mother. Cries, comforts father.

3. Father. Tries talking to his son, and understanding the reasons for using drugs. 3. Sister. Recollects what she was told about drugs at school.

3. Mother. Calls for strict measures.

4. Father. Starts screaming that it is the result of mother’s education. 4. Grandfather. Defends his good granddaughter.

4. Mother. Crying, says that the daughter is a big disgrace for the family. 4. Visiting aunt. Offers to make a test as soon as possible, and take the girl to a centre of dependency diseases.

5. Father. Threatens to take the daughter to a colony for underage criminals. 5. Small sister. Recollects horrible things she has seen on TV about drug addicts.

5. Mother. Takes her hand to her heart, begins to faint.

2. Grandfather. Wants the sacred tranquillity.

3. Grandmother. Asks to be merciful for brother.

5. Grandmother. Tries to get wind of what the drugs are.

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Supplement 6. Information on narcotic substances There are many substances in nature affecting human psychics, behaviour. The most famous of such substances are legal drugs – ethyl alcohol made of different food products; nicotine found in tobacco stems and leaves. Narcotic substances are in opium poppy, Indian cannabis, cacti, coca leaves, some mushrooms. Currently, many narcotic substances are man-made. Narcotic substances (narcotics) are organic and inorganic substances acting on psychics, and changing the condition of organism (mood, behaviour, hearing and vision sensations etc.) and causing psychical and physical dependency. Effect of narcotic substances to organism depends on the type of the used substance, its amount, and individual characteristics of a human body. According to their effect, narcotic substances are divided into suppressive, stimulating and hallucinogenic. Narcotic addiction (gr. narke – petrifaction + mania – madness, fervour) is an illness manifesting the attraction of continuous use of drugs when psychical and psychical condition of a person is disturbed. Drug addict is a person depending on narcotic substances. Reasons for using drugs. When analysing the reasons of drug addiction, it is impossible to distinct a single determining reason. If that would be the case, this disease would be easy to control. Drug addiction is caused by numerous mutually related reasons – biological, psychological and social. In each specific case, their influence is different, but in many cases certain summarisations can be made which prove that the drug addiction is a complex disease. The above reasons do not necessarily determine the drug addiction, but persons in whose life these risk factors exist, have a greater tendency to drug addiction. On the other hand, a person having no risk factors in his life may become a drug addict, too. Biological reasons. It is considered that due to certain inborn features, after genetic changes in brain chemistry, the attraction to psycho-active substances arises. Such people are more sensitive, more vulnerable, and they use narcotic substances for the reduction of emotional stress. Children born in families with the history of alcoholism and drug addiction, more often inherit psychological inclination to dependency. Psychological reasons. Psychological reasons are related with a conviction that drugs will help solving human problems. In addition, the continuous desire to experience as many pleasures as possible can be attributed to psychological reasons as well. There are people who think that the surrounding objects and persons only exist to provide more pleasurable experiences. Their life is based on a principle: better more than less. But life is not like this, and after you realise that there are no ideal conditions, you will experience disappointment. Discontent gets stronger and stronger. A person actively protests against the environment, and for this reason he feels a continuous discomfort. Other psychological reasons are: Desire to be different than others. Some people love and like to get more attention than others do. Such people may erroneously think that if they would use narcotic substances, they would attract more attention to themselves. Pessimism and disappointment with people. Persons depending on narcotic substances often have communication problems. Some of them try to control and manage people surrounding them, others simply do not know how to communicate. When friends turn away from these persons, they become disappointed, they try to get into new contacts again, but each such attempt ends with yet another failure, therefore the circle of friends reduces, they become lonely. Feeling of loneliness. Feeling of loneliness causes discontent, hostility to environment and society, therefore persons start looking for obliteration and consolation in drugs. Internal emotional worries and conflicts. The scale of emotions that causes internal conflicts of persons having inclinations or wishing to test narcotic substances is usually very broad. Such persons often go to extremities, assess everything only in a very positive or very negative light, and oscillate between these two extremities like a pendulum. Such persons try to attach the blame to parents, friends. When communicating with such persons, it is important to help them to maintain the balance, and the emotional stability. Low self-esteem. Persons who feel themselves abandoned, failures, use drugs more often. After starting to use drugs, they begin to feel valuable. Regulation of feelings. When selecting drugs, youngsters often consider the feelings they want to suppress. E.g., the suppressive drugs help to get rid of the feelings of anger, shame, and jealousy. Stimulating drugs, such as amphetamine, ephedrine (jeff) and cocaine, help to suppress the feelings of depression and vacuity, and LSD, cannabis – the continuous feeling of disappointment. Alcohol helps to get rid of the feelings of blame and loneliness. Desire to look like an adult – often people have erroneous beliefs that a person using drugs looks older, more attractive, more imposing to the surrounding people. Social reasons:

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Improper education and the family. That can include excessive parental control, strict discipline, coldness of mother’s feelings, and lack of tolerance, derogation of child's abilities, or too big freedom, and satisfaction of his whims. A child does not learn to express his feelings in a proper way, does not learn to cope with arising difficulties independently, and to control them. Incomplete family or continuous busyness of one of the parents. Children who grow in such family lack attention, or on the contrary – they get too much attention and care. Life full of numerous worries and negative feelings may manifest in destructive outbursts, withdrawals, or immersion into the fantasy realm; as well as tendency of using narcotic substances. Spiritual or physical traumas. If a child has experienced physical, psychical or sexual abuse, brutal, cruel behaviour, he can have a distorted understanding about honour and dignity, develop a continuous internal conflict and spiritual discomfort. This also can induce children to use drugs. Alcohol or other narcotic substance abuse in family. Children from families with prevailing noncritical attitude to drugs, where family members are continuously drinking or using other narcotic substances, often tend to abuse alcohol and other drugs because they follow the parents’ example. Friendship with contemporaries who use drugs or are intending to try them. Desire to be accepted is a very important factor. In adolescence, the major role is played by contemporaries, and the feeling of commonness is very strong. Often young people find it difficult to resist the persuasions and pressure of their contemporaries. Incorrect attitude to drugs. Often it is incorrectly considered that only strong drugs or drugs used intravenously are dangerous. Curiosity. A wish to experience changes of psychics caused by narcotic substances. Myths about drugs can also encourage testing them. Fashion. Some celebrities use drugs: actors, sportsmen, musicians etc. Usually young people are tending to follow the example of youth leaders. Weakening of community relations. Adolescents living in communities which members are less related with the community feeling, where residents often change; in communities with high rates of crime, abuse of alcohol and other drugs, also more often abuse alcohol and other drugs and intoxicating substances. Unwillingness to study, lack of activities. For youngsters who are unwilling to study, who despise the school and have no hobbies, use of drugs may become a form of protest, or a form of leisure. Early testing of alcohol and other narcotic substances. If the abuse of alcohol and other narcotic substances happens in an early age, the organism becomes faster physically and psychically dependent on them. Availability of alcohol and other drugs. Easily available alcohol and other drugs enable to use them more often. Negative personal sample of teachers. If smoking teachers are tolerated at school, it affects the attitude of young people to narcotic substances. Development of addiction. The following stages of using the narcotic substances and the level of addiction are distinguished according to the frequency of using narcotic substances: • Experimental – a person who has used drugs once or several times, afterwards may not use them but that does not mean that he will not become a drug addict; • Non-regular – narcotics are used on a regular basis, and a psychical dependency develops; • Regular (abuse) – narcotics are used on a regular basis, psychical and physical dependency develops. • Addiction – after a longer or shorter period of narcotic substance use, strong addiction (psychic and physical) to use drugs develops, a person becomes ill with drug addiction. • Tolerance – means a weakened reaction of organism to the same amount of narcotic substance. To feel the same effect, a person has to use increasingly higher dose of narcotic substance. Pleasure caused by drugs is reducing, and unpleasant sensations become increasingly noticeable and painful. A person starts to suffer with abstinence syndrome. The abstinence syndrome includes an irresistible desire to use narcotic substances. Vegetative, somatic, neuropsycical disorders develop, and last from several hours to several weeks. A patient becomes irritated, his heart rhythm is affected, and he has pain attacks, elevated temperature. He may suffer with headaches, vertigo, dizziness, the patient is sick, his bowel movements are disordered, he is sweating and salivating abundantly, he suffers with insomnia, nightmares, trembles, muscle and joint pains. A heavy syndrome of abstinence may include conscience disorders, convulsions, hallucinations, anxiousness, fear of death. Sometimes a patient is aggressive, mutilates himself, attempts to suicide. After using the drug, these symptoms alleviate. Psychical dependency most commonly arises from the very first case of using a narcotic substance, and manifests as a tendency to use it. The desire to get intoxicated overwhelms the person’s psyche (his ideas, feelings, activity), and becomes his way of life. After the effect of the narcotic substance subsides, a person is unable of returning to normal condition. Often, a group psychic dependence is noted among adolescents. This

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addiction may be directly related to the environment which is nearly as important as the intoxication itself. When psychic dependency gets stronger, people begin getting intoxicated individually. Physical dependency develops later, when the narcotic substance becomes necessary to maintain the biological and chemical balance of the organism. It features vivid psychic and physical disorders. All functions of the human organism change, and a certain dose of a drug must continuously circulate in blood. Unpleasant sensations can be only suppressed by a new dose of the drug. If the organism does not receive a drug, the abstinence syndrome develops. Development of psychical and physical Dependency

Eufory

Normal psychic condition Abstinence

Drug doses

Several stages of using drugs are distinguished, during which the human psyche and reaction of organism to the drugs are changing. Usually small doses of narcotic substances are enough for a person who has just began using drugs, to achieve a significant change in his psychical condition – the euphoria (a strong sensation of pleasure), rush of energy, and change of sensations and perception (the exact effect depends on a specific narcotic substance). Sometimes, no noticeable changes are achieved after first attempts – the new impressions are not understandable, and are difficult to describe, or drugs cause an undesired, side effect – vomiting (e.g., when using heroin) or strong unpleasant hallucinations (e.g., when using LSD). But after several attempts, people soon learn to select a suitable dose correctly, and to experience a desired positive effect – the euphoric condition. This condition, in turn, causes a desire to experience it again – this is already the beginning of psychic dependency. When using the drug repeatedly, its positive effect begins to diminish, and willing to achieve the desired positive effect, a person and has to increase the drug dose. Such phenomenon is called tolerance. Each time the increasingly larger doses of drug are needed, and the euphoric condition weakens, symptoms of abstinence begin to appear. It indicates that physical dependency begins to develop. When organism begins to adapt to a narcotic substance, biological processes change in such a way that they might normally function in an organism when it is filled with the narcotic substance. Each substance deregulates these processes differently. The drug changes the mode of activity of natural organism substances – mediators (adrenalin, insulin, oestrogen, noradrenalin, dopamine, serotonin, acetylcholine etc.), as well as cell sensitivity to them. When the use of a drug is interrupted, these processes are disturbed, and the organism suffers a significant lack of narcotic substance manifested as an abstinence syndrome. Narcotic substances are used in several ways: • By chewing, drinking – cannabis oil, opium, heroin, cocaine, LSD, ecstasy, caffeine, tranquillisers and sedatives; • By snuffing – heroin, cocaine, amphetamine, volatile substances; • By inhaling, smoking – hashish, marihuana, cannabis oil, opium, heroin, cocaine, volatile substances; • Intravenously, sometimes intramuscularly – heroin, cocaine, amphetamines, anabolic steroids, poppy extract.

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The most dangerous way of using drugs is intravenously. In this case the drug effect is very rapid. Non-sterile syringes and needles can transfer virus hepatitis, HIV and other infections. When veins get calcified, such problems as abscesses, thrombus, blood circulation disorders arise, and danger of blood infections and gangrene increases. Types of narcotic substances, their effect and consequences. Effect of narcotic substances to organism depends on the type, composition, the used dose, character of use, personality, mood, environment where it is used, and other factors. When abusing narcotic substances, the dependency develops. Psycho-stimulating substances stimulate central nervous system and cause outbursts of energy, freshness, increase affection, self-trust and sensation of resemblance, improve working ability, attention and concentration. AMPHETAMINES Appearance. White powder, sometimes yellowish, brownish or greyish colour. Often contains admixtures of paracetamol, and sodium bicarbonate (soda). Use. Snuffed, taken orally (mixing powder with water), intravenously, or smoked after special processing. Organism changes. Physical: dilated eye pupils, rapid arhythmical pulse, elevated body temperature, increased perspiration, dry mouth, tremor and muscle convulsions, changed face expression, disorders of facial muscle motions, stereotypical (irritatingly repeated) behaviour, inexhaustibleness, increased sensitivity, reduced appetite, headaches, convulsions, epileptic seizures (in rare cases - after using a large dose), reduced immunity, altered sexual attraction. Psychical: nervousness, irritability, volubility, anxiety and panic, turmoil (in complicated cases – paranoid psychoses), hearing hallucinations. EPHEDRONE (JEFF) Appearance. Greyish white crystals. Use. Intravenous, in rare cases taken orally after dissolving. Organism changes. Same as using amphetamine. COCAINE Appearance. Crystals, snow-white. Use. Mostly snuffed, or inhaled thru the nose, rubbed into gums, sometimes smoked, in rare cases used intravenously. CRACK Appearance. Greyish white or yellowish waxeous flake shape crumbles, with porous surface, consistency resembling that of oil or grease. Use. Smoked with a pipe, or cigarettes are made. Organism changes when using cocaine and crack. Physical: dilated eye pupils, frequent pulse, increased blood pressure, intense perspiration, higher levels of energy, alertness, restlessness, higher temperature, rapid, superficial breathing (in case of overdose – superficial), stuffed and leaking nose, strong skin itch, scratching of skin to remove imaginable insects “parasites” (only if used intravenously), disorders in motion co-ordination, convulsions, reduced appetite, impotence for men. Psychical: activated consciousness, boldness, inconsistent course of ideas, insomnia, hallucinations, turmoil, paranoia, aggression, depression. ECSTASY Appearance. Tablets, more rarely capsules of different shapes and forms. Use. Used orally, can be inhaled or licked after crushing into powder, can be taken orally or intravenously after dissolving in water. Organism changes. Physical: dilated eye pupils, slow reaction to light, frequent pulse, higher body temperature, thirst, dehydration, strong perspiration, dry mouth, tremor, vomiting (in rare cases); after using a large dose or after physical strain: increased blood pressure, cardiac arrhythmia, infarct, other blood circulation disorders, renal deficiency.

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Psychical: increased activity, psychological openness, benevolence turning into importunity, increased self-confidence, anxiety and despise, insomnia, turmoil, visual and audio hallucinations, fear, depression, psychosis. CAFFEINE Appearance: caffeine is found in cacao beans, tea leaves, squills, guarana seeds, and also tablets are made. Use. Used orally, intravenously. Organism changes. Physical: increased blood pressure, frequent pulse, weakened heart muscles, aggravated renal activity, greyish skin, yellow teeth. Psychical: stimulates cortex thus improving thinking, understanding processes, mental abilities, reducing fatigue, drowsiness. When used for longer periods, reduces attention, increases nervousness, irritability, causes sleep disorders. NICOTINE Appearance. Colourless liquid of strong odour, can be dissolved in water and in oil. Becomes brown if exposed to air. Very poisonous. Its content in tobacco is about 0.7 – 4.8%. The lethal dose is 50 – 160 mg. It is not used as a pure substance. It is derived from tobacco, and it is an ingredient of tobacco products. Use. Smoked, sucked, chewed, snuffed, gets into the organism via respiratory tract, mouth mucous membrane, skin. Organism changes. Physical: frequent pulse, increased blood pressure, blood circulation disorders, development of atherosclerosis, ischemic cardiac disease, infarct, thickened blood, therefore an arising thrombus may obstruct the arteries of limbs causing gangrene of extremities. Cigarette smokers suffer with dry cough, dried mucous membrane of lungs, mouth and bronchi is dried up and irritated, smokers also have altered smell sensations, reduced appetite. Psychical: euphoric condition manifesting as a pleasant sensation, easiness, spiritual elevation, activated mental processes, alert, attention concentration, headaches, bad mood, irritability, anger outbursts, anxiousness, irreversible desire to smoke; strong dependency is developed. Consequences of using the substances of this group: Rapidly developing consequences: • altered way of thinking, concentration of attention, convulsions, coordination disorders, senseless, many times repeated actions appear; • eye pupils dilate, breathing becomes more frequent, temperature rises, skin becomes chilly, mouth is dry; • reduced sexual urge. Consequences and dangers of long-term use: • Organism exhaustion, fatigue; • Teeth decay; • Lung emboli due to blood clotting, microbes or foreign bodies; • Lung cancer; • Stroke, infarct; • Reduction of immunity; • Liver atrophy; • Impotence and frigidity; • Psychosis, depression; • Aggressive behaviour. Substances suppressing the psyche. These substances suppress the nervous system, causes a sensation of relaxation and drowsiness, reduce pain. HEROINE Appearance. Powder from white to grey and brown colour depending on admixtures and a method of preparation. Pure heroine can cause death in several minutes therefore it is mixed with caffeine, talc, quinine, glucose, flour, chalk. The amount of heroin in the purchased mixture is unknown. It is sold in small packages.

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Use. Snuffed, smoked when heating – smoke is inhaled via a straw or a foil pipe. Most often used intravenously. OPIUM Appearance. Small dark brown pieces. Use. Smoked with special pipes, swollen, used orally, or intravenously. MORPHINE Appearance. White or yellow transparent powder. Traditionally made powder gets polluted, therefore it becomes brown and reminds cinnamon. Available in capsules, tablets, or syrup. Use. Used intravenously. It is one of the main medications used for pain reduction. Organism changes. Physical: reduced eye pupils, glazed eyes, swollen eyelids, bow-backed figure (it is difficult to stand straight), slow pulse, low blood pressure, superficial breathing, suppressed intestines activity, constipation, urination disorders, reduced appetite, dizziness, vomiting, skin itch, chilly skin, reduced immunity. Psychical: inconsistent speech, apathy, stagnation, insensitivity to pain, faded sense of duty, egocentrism, roughness, lying, depression, in case of overdose – coma. ALCOHOL Appearance. Transparent, volatile, colourless, easily flammable liquid of specific smell and taste. Use. Drinkable. Organism changes. Physical: bluish face due to blood circulation disorders, frequent pulse, increased blood pressure, damaged liver (developing liver cirrhosis), damaged stomach mucous membrane, increased uterine discharge disturbing the ratio between water and electrolytes, disturbed nutrient circulation, nerve cells are being killed, narrowed vision, difficulties in identification of sound direction. Psychical: small doses suppress the processes of cortex suppression – a person is talking and moving a lot, is very energetic, while large doses paralyse the innervation’s centres, depriving him of the ability to think, a person loses memory, orientation in time, space; large quantities cause artificial sleep, reduced memory, lowered intellect, degraded personality, fear, anxiousness, psychosis. Consequences of using the substances of this group: Rapidly developing consequences: • Eye pupils contract and stop reacting to light, mouth becomes dry; • Pulse and breathing slows down, blood pressure reduces (resulting in passive behaviour, sleepiness, sensation of heaviness in limbs); • Comprehension of time and distance is altered; • Incoherent language, disturbed coordination of movements; • In case of overdose, a shock is possible. Consequences and dangers of long-term use: • Abstinence when organism doesn't get alcohol; • Liver diseases, cirrhosis, liver cancer; • Organism exhaustion, activation of chronic diseases; • Strong joint pains; • Cyanosis, disorders of cardiac rhythm, blood pressure; • Renal insufficiency; • Impotence, frigidity, menstrual cycle disorders; • Birth defects; • Psychosis, depressions. Tranquillisers and sedative substances. These are tranquillisers and sedatives used in medicine for treatment purposes, but if used without a doctor's prescription in large quantities and continuously, organism gets used to the drugs, and dependency develops. Appearance. Tablets, capsules, solutions. Use. Orally, drinkable, injections. Organism changes. Physical: headache and dizziness, slow reaction to light, diplopia, superficial breathing, frequent pulse, low blood pressure, cardiac muscle dystrophy, weak muscles, skin rashes.

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Psychical: sleepiness, aggressiveness, roughness, weak memory, unreasonable variation of moods (euphoria, depression), unintelligible speech, in case of large doses – hallucinations. Consequences of using the substances of this group: Rapidly developing consequences: • Headache and dizziness, possible diplopia; • Weak muscles, weak reflexes (slow pulse, drowsiness); • Unintelligible speech, unstable movements; • Mood variations (mood fluctuations: euphoria followed by depression or cry); • In cases of abuse, after several weeks or a month, tolerance develops (increasingly larger doses and needed); • Large doses cause hallucinations, loss of consciousness, lethal poisoning. Consequences and dangers of long-term use: • Infrequent superficial breathing; • Frequent pulse, low blood pressure, cardiac muscle dystrophy; • Dilated eye pupils, weak reaction to light; • Liver dystrophy to the development of liver cirrhosis; • Disturbances or hormone (adrenalin, noradrenalin) production and balance; • Euphoria; • Emotional discontent, outbursts of anger; • Weakened memory, disturbed thinking process; • Indifference to work and duties. Hallucinogenic substances – these substances cause the distorted understanding of sensations, hallucinations. LSD (Lysergic acid diethylamide) Appearance. Paper sheets with various pictures soaked with LSD (white crystals) solution. Use. Swallowed, put on the tongue, mucous membranes, rarely – on the skin. PCP (phencyclidine) Appearance. White powder. Use. Inhaled, swallowed, absorbed via skin, in rare cases smoked. Organism changes when using LSD and PCP. Physical: dilated eye pupils, weakness, dizziness, frequent pulse, increased blood pressure, tremor. Psychical: hallucinations, disturbed concentration of attention, changes in hearing, visual, olfactory, taste sensations, disturbed orientation in environment, sensed anxiousness, horror, panic, increased aggression. MARIHUANA Appearance. Parts of dried cannabis (Cannabis sativa) (truss, tops, stem), resembling spices. THC (tetrahydrocannabinoid) – content of substances causing dizziness is 1 – 30%. Use. Cigarettes are made, or it is smoked with special pipes. HASHISH Appearance. Resins extracted by cannabis flower are pressed into chips, crumbles, and habe brown or black colour. THC content is 5 – 30%. Use. Cigarettes are made, or it is smoked with special pipes. HASHISH OIL Appearance. Thick liquid from light brown to nearly black colour. THC content is 30 – 40%. Use. Pure form is not used, it is mixed with food, drinks, added to cigarettes, or cigarette paper is soaked in oil. Organism changes when using cannabis. THC is soluble in oil, and digested by fat tissues. The course of its dissociation is longer than that of alcohol. Physical: red eyes, dry mouth and throat, sensation of hunger, wish to eat sweet things, rapid cardiac rhythm, weakness, dizziness, disturbed balance of hormones. Psychical: pompous mood, lots of talks, laugh, change of time comprehension, weakened memory, onset of hallucinations, psychosis, depression. Consequences of using the substances of this group: Rapidly developing consequences:

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• Rapid cardiac rhythm, reddened eyeballs, dilated eye pupils; • Dry mouth and throat, sensation of hunger, especially of sweet things; • Change of time comprehension, orientation, slower psychic activity; • Weakness, dizziness, feverish tremor. Consequences and dangers of long-term use: • Slower emotional development; • Weakened memory and abilities, difficulties in concentration and assimilation of new things; • Heavy depression, paranoia, bad mood, disturbed sleep, suicidal ideas; • Psychosis, panic, disturbed sensation of reality, other mental diseases; • Disturbed production of growth and sexual hormones, reduced sexual abilities, disturbed menstrual cycle; • Weakened immunity.

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SELF COGNITION PROGRAM

Prepared by: Laura Stasiūnaitė Kristina Stepanova

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Contents of self cognition program Public organization “Save the Children Lithuania“.......................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS ...................................................1 ......................................................................................................................................................................1 TABLE OF CONTENTS...............................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION..................................................................................................9 “SAVE THE CHILDREN Lithuania”...........................................................................................................9 INTRODUCTION......................................................................................................................................10 “Trips turned out into a nightmare”...........................................................................................................14 Practical group sessions devoted to prevention of human trafficking .......................................................14 Sessions “Trips turned out into a nightmare”..............................................................................................15 Table of Contents.......................................................................................................................................15 Introduction of practical group sessions ....................................................................................................22 “Trips turned out into a nightmare”...........................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS...........................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”............................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”....................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”....29 Session 4. “How to avoid dangers while going abroad for work?”.............................................................32 Session 5. “Where to apply for help?”.........................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” ............................................................................................37 SUPPLEMENTS........................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS .........................................65 Prepared by: Kristina Stepanova................................................................................................................65 Table of contents........................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”.............80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. ...........................................................................................80 The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old).....................................................................................80 I. THE CHILD AND HUMAN RIGHTS .................................................................................................81 THEORETICAL BACKGROUND...........................................................................................................81 264

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Presentation of Self Cognition Program Self cognition is one of the most important and basic conditions for correct self evaluation. As long ago as in ancient Greece the thinkers have said: “Get to know yourself”. Self cognition and recognition, ability to conciliate with own weaknesses and shortages, and discovery of own strengths, ability to apply them in life, facilitates strive for happiness to people, maintaining and developing the internal harmony. In addition, while living in the world of continuous changes, we all the time face the process of active cognition and discovery. Self cognition helps to flexibly react to changes as it encourages persons to continuously rethink, and adequately access the existing and obtained information, to select what is important and what is not. And therefore, the ability to discover ourselves is extremely important for successful life, development and psychical health of every person. Such abilities as self analysis, reflection, and positive self-assessment are important to self cognition. The listed abilities are related with the human’s knowledge about personality, his ability to apply this knowledge and continuously improve it. The Self cognition program presented in the booklet is intended for children of 13-18 years old. The program’s purpose is to promote children’s knowledge about themselves and others when communicating and working in the group. The main tasks of the program are: • Prepare the conditions for children to get to know themselves, their “Me”, to assess their skills correctly and adequately. • To induce children to know the surrounding people, and understand them; to develop and strengthen the communication skills of children. • To help children to realise the reasons and consequences of their behaviour, to find the link between their values, viewpoints, orientations, positions, and motivation of behaviour.

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DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS SESSION 1. “All Together” Purpose: group consolidation, development of children team work skills. Duration: 40 min. Tools: paper, writing tools, page with a task “Human hunt” (Supplement 1. Human hunt), large paper sheets. Session plan: 1. We Bake Bread The group members stand in pairs, holding their hands – they are “toasters”, and one person – the “bread” – stands among them. When the game leader says “bread is baking”, the “toasters” and the “bread” begin jumping, imitating the bread being baked. When the game leader shouts “breads swap”, the children who play “bread” have to change places rapidly, i.e. to find the new “toasters”. The game leader is also looking for a place for himself. A child who could not find a place to himself, becomes the game leader. When the leader says – “toasters swap”, the “toasters” must swap places, i.e. children must hold their hands and find new “bread”. The leader is also looking for a free place for himself. When the game leader shouts “everyone swaps!”, all children have to make new couples and swap their roles. The same game can be played with other roles, e.g., mouse, house. “Mouse” or “houses” swap, and when the leader says – “earthquake”, every one must make new pairs, and swap their roles. 2. Human Hunt Instructor hands out to children the sheets of paper with a list of different activities and hobbies. The purpose for children is to collect many signatures from the group members who have certain features, hobbies etc. in the list. The game ends when the first group member collects all the signatures. The signatures children have collected, are counted. This person is the most communicative in the group. The following is discussed with children: • How did they succeed in collecting the signatures? • What was the easiest? • What was the most difficult? 3. Consolidating the Group The instructor tells children about the entire program; he can present the purpose, duration, session time, and periods of the whole program. The instructor also tells children that each group needs its own rules that help to regulate the communication and relations between its members. The rules may improve the group’s performance and prevent conflicts. Then the instructor encourages children to think what rules our group would need? Children are divided into smaller groups of 3 – 4 kids (depending on the number of children in the entire group), and they are given certain time (10 min.). The instructor hands out to the small groups writing tools and a large paper sheet. Children should agree between themselves, what rules are the most important to them – and write these rules on large paper sheets. Then each group reads its rules, and the instructor rewrites them on the board /large paper sheet. The group instructor also gives his own proposals – the rules which are important but which could be forgotten by children (e.g., “Come to the sessions on time”, “Everything we talk here about, remains between us”, “Let everyone speak”). In addition, punishments for breaking the rules should be discussed as well. Punishments should not be very strict, but rather playful, funny, e.g., a punishment for breaking the rule “Do not call names, don't laugh at your friend” could be – “If you insulted your friend, tell him five nice words”. Rules and punishments are written on a large paper sheet. If children want, they can decorate, colour the paper sheet with rules.

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Session 2. “Tree of Life” Purpose: to develop the ability of children to assess their achievements, to analyse their life events. Duration: 40 min. Tools: paper, writing tools, scissors, glue, coloured paper sheets, drawing tools. Session plan: 1. Chinese Football Group members stand in a circle, open their legs wide, and bend forward. A small ball is placed in the middle – the players have to push the ball with their hands so that the ball would roll through somebody's legs, and that group member through whose legs the ball may “get away ”, tries to beat it back, and not to let it go. If the ball still rolls through his legs, he must put one of his hands on his back, and now can play with only one hand. If he passes the ball for the second time – he must leave the game. 2. Tree of Life The instructor invites children to think about their life – they already have lived for some years, and have achieved something. The instructor hands out to children the paper sheets, and drawing and writing tools. Children are asked to draw the tree of their life. The three should be drawn according to the following scheme:  Roots mean the family, environment where a person was growing during his childhood.  Trunk means the current life (learning, probably a new place of residence etc.).  Branches are the sources of information: school, books, hobbies, press, radio and television programs.  Leaves signify friends and acquaintances.  Fruits mean achievements: the groups to which someone belongs (e.g., circles, friends etc.); completed work, achievements in learning, sports, personal life etc.  Buds mean hopes. After completing the drawing, the children and the instructor discusses what reasons or factors have influenced the formation of children’s personalities in that specific way. The instructor encourages children to look to the life trees, to think about them, and about the things children like in them and do not like. If children see something they don't like, the instructor must tell that many things can be changed in life – the most important is to have willingness, and will. What can be changed? Maybe their attitudes, maybe someone must be forgiven, maybe some knowledge should be deepened. 3. File of Sessions The instructor proposes children to prepare a file of their sessions, i.e. a file where a child will keep all tasks he completed during the sessions, where he writes important ideas etc. The instructor may give children a simple file, or propose to make a paper booklet of sessions. Each group member must take some tools he needs, and decorate his file of sessions. You should draw the cover, and write your motto.

Session 3. “My Group” Purpose: to promote children get to know themselves, discover new things about themselves. Duration: 45 min. Tools: small sheets of paper containing written statements (Supplement 2. A question for you and about you), any small toy (e.g., small ball). Session plan: 1. Rotating Circle The internal and external circles are formed. Part of the participants sits in the internal circle, and another part sits in the external circle. All participants should face each other, i.e. make pairs.

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The group instructor gives a topic, and according to it each couple must speak for two minutes between themselves. I.e. each participant of internal and external circle speaks about a certain topic, then the circle is changed, and the topic is changed. It is the most important that both partners have time to speak. Questions for discussion: • My name, its story. Why they selected such name for me? • Subject or work which is the most and the least successful to me. • You are in an uninhabited island. If you were allowed, what only thing you would take? Why? • You in five years... • You have just won one million litas. How would you use them? The instructor also may think of additional topics. 2. Let's Live Friendly The instructor reminds children that they have already discussed the group rules. But what else could help a group to perform better, and the group members to feel more comfortable and safe? Questions for discussion: • What every member could do in the group to make the group’s life easier? • What every member would like to get from this group? • What would bring more cosiness to the group? • How we should communicate with each other, in order we could meet the group members again and again, and spend time with them? 3. Questions and Answers The group sits in a circle. The instructor places the sheets of paper with statements in the middle of the circle (you will find statements in the supplements: Supplement 2. A question for you and about you). Each participant draws a coloured paper sheet with a question. The participant has to answer the question he has drawn. The same task must be done all around the circle, and each participant has a possibility to answer the question. It is important to note that everyone may think and say whatever he wants. In this case, there are no correct and incorrect answers, every answer represents a different opinion of a person, and everyone is entitled into his own opinion. When all questions on the sheets are answered, the instructor discusses with children: • What new things did children find out about their friends? About themselves? • Why the opinions of everyone, or of the majority of children are different? • Is it important to be able of telling your own opinion, and not be afraid to tell it? Why? • It is advised to discuss with children what is the meaning of “opinion”? How someone would express his opinion? It is important not to downgrade another person, not to humiliate him, but to tell nicely and politely about what you're thinking, with what you agree and with what you disagree, and why. Humiliation, mocking at another person, ridiculing him, curses, insults etc. is not an opinion – these are indicators of impolite and low level behaviour. In the end, the instructor may take a small toy, a ball etc. This item is sent around the circle, and upon getting it, each participant must tell how he feels, what he liked the most during the session, what he disliked, and what does he expect from the next session.

Session 4. “What am I?” Purpose: to facilitate children to understand the feelings of other people, to know them better. Duration: 45 min. Tools: white paper sheets, drawing tools, writing tools, adhesive tape. Session plan: 1. Respond to Love All group members stand in a circle. The instructor is the beginning of the circle, and he is “love”. Another group member is a “kiss”, and the remaining group members count from “1” to the last member of the group. Each group member gets a number which becomes his name. “Love” starts by saying – “love, love” and claps his knees twice by saying “kiss, kiss” or by telling any number, and clapping twice with his hands. When hearing his name, the group member does the same – claps his knees twice by saying his name, and then

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somebody’s else’s name, and claps twice with his hands. If a mistake is made, the number falls out of the game but remains standing in the circle. The game is continued increasingly rapidly. The following is discussed with children: • Was it difficult to respond? • Which name was the most difficult? • Which name was mentioned most often, and why? 2. Silent Communication Children have to sit in pairs (one next to another) at the tables. The instructor selects pairs in such a way that very good friends or children often talking between themselves would not be sitting at the same table. Each pair gets a sheet of paper of A3 or A4 format, which is fastened to the table by adhesive tape. Each pair gets one red and one blue pencil. Children have to brace their hands across their waist, sit close to each other, and hold firmly. Then they take a pencil: one of the children has to draw with his right hand and another with his left hand. They must draw a joint picture together. Children may not change the pencils. They also must not talk nor write notes on the paper, but they can laugh. Children get 20 minutes for the work, and all this time they must draw and keep holding their hands. When the time expires, all drawings have to be exposed on the wall. The pairs one by one go to their drawing and explain what did they feel when drawing. But this is done voluntarily: no one is obliged to comment their feelings if they do not want to. On the other hand, each pair should have a possibility, if it wants, to step in front and tell its story. Therefore the instructor should take care that there would be enough time for the exercise and for the discussion after it. The following questions could be discussed: • What was the most difficult? • How children could select what they draw, if they could not talk in the pair? • Does the picture look like an integral work, or like a work drawn by two different people on one sheet of paper? • Why was such result achieved? 3. Sort by Importance Each child gets a sheet of paper, and a coloured pencil. This task is to draw the staircase (it can also be the sun and the sun rays, locomotive or other item). The child must draw himself standing in front, or on the highest step. He should place other people of his life on other steps according to their importance. The number of persons is unlimited.

Session 5. “Love – What is it?” Purpose: to discuss the understanding of children about love during the discussions. Duration: 45 min. Tools: drawing tools, writing tools, coloured paper sheets, page with a task “Types of love” (Supplement 3 Types of love) (one sheet for each child). Session plan: 1. Draw the Love All group members take a pencil, and draw any symbol of love. After that, the group sits in a circle and tries to clarify the symbolism of love. Questions for discussion: • How and why did the children represent the love? • What does one or another symbol mean? • Who helped children to remember one or another symbol of love? • Was it difficult to express love without words? • How we show our love to another person in real life? In words, in actions? What is more important?

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Is it easy to distinguish love from other feelings – affection, passion, habit, admiration, fear of staying alone etc.? So what is so special about love?

2. Types of Love The instructor tells children that love can be very different. We feel one type of love to our parents, another to our friends, and yet another to our life friend etc. Depending on the mutual relations with people close to us, they can have different feelings such as: passion, intimacy, obligation, care, tenderness etc. The instructor discusses with children what is specific about each of these feelings. When the definitions are discussed, the instructor hands out the tables with the love types to children, and asks children to try to fill them – by specifying what feelings are inherent to one or another type of love. If necessary, before performing the task, the instructor may discuss with children the types of love specified in the table – what does each of them mean, what love is that, and what is characteristic for it? All group members complete the tables, and they are discussed jointly in the group. The group works out the differences and similarities of each type of love. Questions for discussion: • Why passion, intimacy, obligations etc. are inherent for some types of love and not inherent for others? • How some types of love differ from others? • Which type of love is the most important? • Which type of love you have experienced? • How do you distinguish when you experience love, and when it is an affection or friendliness? • What pleasant and what negative things are about love? • What is love, in general?

Session 6. “Communication – What is it?” Purpose: to form practical skills of communication and work in the team of children. Duration: 45 min. Tools: white paper sheets, drawing tools, small paper sheets with actions written on them (actions that should be written on paper sheets are specified in page 240), large paper sheet/board, writing tools. Session plan: 1. Painter All group members sit in a circle. The leading member is a painter. He draws a certain painting in the air, by using a pencil. By taking a pencil from someone sitting next to him, the leading member says “thank you”. After drawing the painting in the air, the “painter” gives his pencil to another group member. Everyone tries to guess what they should do, as the “painter” did, to be accepted to the art school. When children draw, and pass the pencil to another friend, the “painter” tells whom he accepts to his circle, and whom he doesn't accept. And he accepts those who tell exactly the same – ”thank you” when taking the pencil, but not those who precisely repeat the drawing. The circle should be repeated for several times until everyone guesses why they are accepted or not accepted to the art school. 2. Exercise of Communication The group members sit in a circle. The instructor asks the pairs to sit in a way that the partners face each other. The instructor presents the tasks. The first task is for one member from each pair to draw a sheet of paper containing any of the links: • Looking around • Interrupting the companion by uninterruptedly, or ostentatiously • To stare intensely at own shoes • To fix own hair • To pay no attention to the speaker – stand up, go to the window, and come back again • To move continuously, changing the sitting position • To interruption by saying – “do you know how it happened to me...”

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The action indicated in the paper sheet should be repeated continuously until another child will talk on the topic proposed by the instructor. The instructor proposes a topic to talk about to another member of the couple: • The tastiest meal • The best holidays • The funniest festival • The most important dream • My birthday • My best friend, friends • My school • The funniest adventure The pairs must communicate for 2 – 3 min. Then the instructor collects paper sheets, mixes them and gives to select for someone who was speaking. When the roles are changed, the pairs again communicate for 2 – 3 min. When the task is completed, the instructor asks each pair to present its task and explain what they had to do, and how did they succeed to communicate. The issues preventing communication are listed on the board /large paper sheet, and issues that might facilitate communication, in the opinion of children, are written on the other side. Questions for discussion: • How did children feel when speaking, when their friend did not listen to them at all, and were performing various actions? • Was it easy or difficult to communicate? • What did they miss from their “listening” friend, that would make pleasant for them to speak? Then the instructor offers the pairs to talk again but now the one who has to listen, must look attentively to the eyes of the one who speaks, and use the approval words, such as: • “Yes, yes, you are completely right” • “I understand” • “Yes, yes” • “Mhm” • “Really, indeed ” • “Really? Tell me more ” • “Very interesting” • “I am absolutely sure” • “Of course” Then the following is discussed with children: • Was it easier to speak now? Why? • How did the child who was telling a story feel himself? • What skills and behaviour helps us to communicate better?

Session 7. “Photos” Purpose: to encourage children to listen into themselves, to understand the reasons of their behaviour. Duration: 45 min. Tools: various photos or cut pictures (black and white are the best), colouring, drawing tools, writing tools. Session plan: 1. Photos For this exercise white and black pictures made in nature should be used. They are enlarged on sheets of A3 or A4. Images should not have a precise defined meaning; that can be views at the sea, in the forest, or in the street. The instructor may have as many as 40 different images, and three or four copies of each. In addition, he should bring many colourful crayons or pencils. The instructor places many different pictures on the ground, and asks children to come up in small groups, to look around, and select the picture which immediately attracted their attention. Children should not select the most beautiful picture.

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Having a picture, each child selects 3 – 4 colourful crayons or pencils or other colouring tools, and goes to a place where nobody disturbs him, where he feels good. 20 – 30 minutes are given for children to “decorate” the images. But the instructor emphasises that whatever children would do with their pictures, they must think, and try to understand why they are doing it, they should try to express any idea or impression. Children may only colour the pictures, or draw any additional details to make their picture get any specific shape. When everyone is done, their picture exhibition is arranged on the wall, and everyone sits around in a semicircle to see each other. For some time, children review the pictures, freely talk around themselves, and make jokes. Then the instructor asks if anyone would like to come up to his picture and tell why he decorated it this way, and what he was thinking when decorating, what he was feeling when he was working etc. The purpose of this exercise to provide a possibility for all children to talk about things they usually do not talk. When ‘decorating’ the images, they contribute a small part of themselves to their work. Such exercise will allow children do know more about each other than they usually do, to know each other better. In addition, it is a perfect opportunity for the instructor to know the children. Together the following is discussed with children: • How did the children decide how they would decorate the picture? • Were they thinking why they are doing it? Why? • What was difficult? What did they like? What they did not like? Why? • What new things did they learn during this exercise?

Session 8. “Stereotypes and Tolerance” Purpose: discuss with children the definition of stereotype, and to develop their tolerance. Duration: 45 min. Tools: writing tools, colouring tools, large paper sheets, pages with words (the recommended words are on page 242), pages with a story “About the country of Bargons and Rootries” (About the country of Bargons and Rootries, page 243). Session plan: 1. Complete the Sentences Instructor hands out children the writing tools and sheets of paper with several written words on them (the words are on page 242, but the instructor may change them, or think of additional ones). Children are asked to write a description next to each word – what idea first comes to your head, when you hear this word? What do you think about? What feature do you attribute to this word? Children may write whatever they want, but they should complete the task without too much thinking, and write the very first idea or impression caused by this word. 1. School is....................................................... 2. Star pupil is.................................................. 3. Second-year pupil is................................... 4. Teacher is.................................................... 5. Parents are..................................................... 6. Rich man is.................................................. 7. Poor man is.................................................. 8. War is............................................................ 9. Work is.......................................................... 10. President is................................................. 11. God is.......................................................... 12. Punk is........................................................ 13. Tart is.......................................................... 14. Old man is.................................................. 15. Young man is............................................. Children are asked to read their ideas. Then everyone discusses the following questions. • Who are you? • Are all of you the same? • What is different? • Why people often think that all people are the same, or should be the same?

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• • • • • •

What is stereotype? Compare your opinions. What is similar? What is different? How your viewpoint to some persons differs? Why do you think about these persons in a way you have written? Do all people that can be attributed to any group in the list are the same? Why stereotypes prevent us from making good judgements?

2. Country of Bargons and Rootries After the discussion the instructor invites children to travel to the mysterious country of Bargons and Rootries. The instructor divides children into the groups of 3 – 4 participants. Each group gets a large paper sheet, drawing tools and a sheet with a story about the country of Bargons and Rootries. Children in their groups have to read the story, and draw a typical Bargon and a typical Rootrie, on the basis of this story.

About the country of Bargons and Rootries (Description created by Bargon) Bargons live in a country called Bargonia. This country is on the other side of the globe, between the islands of Ziter and Tribonia. Residents of Bargonia are very kind people. Their children practically never get into fights, and adults do their jobs peacefully. Bargons mostly eat rice and they never run out of it. Weather in Bargonia is always the same: soft breeze, warm and sunny. Country of Rootries is called Rootria. It is also on the other side of the globe, between the islands of Bibo and Trebley. Residents of Rootria are very angry. Their children continuously argue, adults often batter each other. Rootries never complete their works, because they either sleep a lot, or curse each other. It is cold, windy and always raining in Rootria. TYPICAL BARGON (to draw)

TYPICAL ROOTRIE (to draw)

When children complete the task, again everyone sits into the circle. Small groups present their pictures, and explain why they have drawn a Bargon or a Rootrie in this way. Then the following is discussed with children: • How do the Rootries look like, in the opinion of children? Or, why do children think Rootries look like that? • How do the Bargons look like, or are all of them like that? • Why did children draw a Bargon in this way? • Why did children draw a Rootrie in this way? • Why did children decide that all Rootries are angry, and all Bargons are wonderful? • Did children pay attention that the description was made by a Bargon? What does that mean? How the story would look like, if it was written by a Rootrie? • The instructor encourages children to think how we and our opinions about people are influenced by the opinions of other people, their stories, and gossips? Are these stories always correct? Is it worth believing someone's words until you are not familiar with a person yourself? • Are all of us similar? In the end, the following questions are proposed to be discussed: • How do children think, did their opinion about stereotypical evaluation has changed? • If yes, what has changed, if not, why? • How we should break stereotypes? • What criteria are usually applied for evaluation of people? • Would that facilitate the communication?

Session 9. “The Island” Purpose: to develop the skills of communication, co-operation and team work of children. Duration: 50 – 60 min. Tools: paper sheets with different professions prepared in advance (the number of sheets should be equal to the number of children participating in the session), drawing tools, large paper sheets, scissors, coloured

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paper sheets, old magazines, newspapers, writing tools, glue. Session plan: 1. The Island The instructor tells the following story to children: You are sailing on a ship to Brazil. One day the ship is broken, and you try to rescue yourself together with several other passengers. You bring a boat down, and sail in an unknown direction. On the other morning, you reach a shore, and drop down to sleep. You wake up in ten hours, but still lying on the ground, you begin dreaming together. But first of all, please choose yourself a name, and a role. The instructor lets the children to draw one of small sheets with various professions written: bus driver, teacher, opera singer, salesman (saleswoman) etc. after drawing a sheet, children do not show it to others. When children already have professions, everyone closes his eyes, and speak one by one, telling everything comes to their heads: • The first impression after coming to the island; • Sounds; • Smells; • Feelings, sensations etc. Then the instructor says: You have seen each other in the ship, but you were not acquainted. Now you have to live and work together. Therefore, you should know what each of you is able of. Now, introduce yourself, and ask something about others. You already know your roles (they were written on a paper sheet you have drawn). Now tell more about yourself to everyone else: • What is your full name? • Think of, how you are dressed? • Do you have a family? • Do you have an interesting past? • Why? • Where did you go by ship? • What special skills you have? • What do you like? • What do you hate? • Do have physical defects? Remember: it is all only imagined by us! When children “get acquainted”, they have to agree (if many children participate in the session, they should be divided into 2 – 3 groups): • How to signal to the ships sailing by? • How to get home? • How to tell about yourself to the world? (some message must be created). • What should be done first? (Where to live? What to eat? How to make food? What dishes and kitchen tools would you use? What meals? How they should be served? Where to get clothes?). • How to divide the duties? Who will do what? • Invent rules and penalties. • Create a name for your island. As there are many questions, children may forget them. Therefore, is advisable for the instructor to write all these questions before the session on a large sheet of paper, which would be displayed in a place visible for all children. The instructor may give children a large sheet of paper and all necessary tools (newspapers, coloured paper, drawing tools, scissors, and glue) and ask children to create the entire plan according to the given questions. When the children complete the task, the small groups are asked to present their plans. The following is discussed with children: • How did they succeed working in a group? Did they agree on all works? What question caused the most discussions? Why? • What helped for the group to work together? What interfered with working together? • If in real life children would find themselves in an uninhabited island, how do they think the ability of working together, and their plan would help them? Why?

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Do all parts of the plan look good to all children in the group? What could be improved? How did children divide the duties? What influenced their division?

Session 10. “Conflicts and Ways to Solve Them” Purpose: to clarify what is a conflict, what is its meaning in mutual relations, what ways are acceptable for solving conflicts. Duration: 45 min. Tools: white paper sheets, writing tools, large paper sheets, several sheets of A4 format (cardboard or harder paper is the best), scissors, glue, adhesive tape, writing tools, disposable cups (few more additional office tools can be okay, too). Session plan: 1. Conflict –What is That? The instructor asks children, what a conflict is? What associations this word causes to children? Thoughts of children are written on the board /large paper sheet. Questions for discussion: • What types of conflicts you know? • A conflict – is it good, or bad? Why? Has a conflict negative or positive sides? What are they? • What ideas arise during the conflict? • How do you feel during the conflict? • Internal conflicts, “conflicts between generations”, intrapersonal conflicts – what can children tell about them? Children may draw or play out a conflict situation. In summarising, the instructor should comment more about the conflicts and their types. 2. Conflict Resolution The instructor invites children to analyse how they all solve conflicts. Children are handed the pages with different persons written (page 246), and an additional sheet (page 247). Children are asked to think and write how they solve conflicts with these specified people. With their parents With older people _____________ With contemporaries With their teachers With brothers/sisters With persons of opposite gender With neighbours Supplement: 1. I avoid 2. A change a topic of conversation 3. I give up 4. I try making jokes 5. I invite a third person to solve a dispute 6. I beat him up 7. I apologise 8. I look for a compromise

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9. I pretend that I agree 10. I threaten to another person 11. I scream and shout until I prove that I am right 12. I give up but I show that I am suffering 13. I admit I am wrong, even though I know I am right. Later the following is discussed with children: • How do the children think, what ways of solving conflicts are suitable and what are not? Why? • In what cases conflicts are solved successfully? • Why does it happen that conflicts with various people are solved in different ways? • How do the children behave most often in conflict situations? Why? • What children would like to change in their behaviour when solving conflicts? What they would like to learn? What do they need for that? 3. Building a Castle Finally, the instructor invites children for the last task. Children are divided into several groups of 3 – 4 persons; each group gets certain means (several sheets of A4 format (cardboard or harder paper is the best), scissors, glue, adhesive tape, writing tools, disposable cups (few more additional office tools can be okay, too). Children get the task: “each group has to build a castle, as high and as beautiful as possible. Each group will have 15 minutes for discussion, and 15 minutes for construction. During the discussion, the group has to agree what castle they will build and what tools they will use, and to distribute the tools and the tasks between themselves. Each participant may only touch one type of the group’s tools: only paper, or only scissors, or only glue etc. When 15 minutes for the discussion expire, the groups begin working and they are not allowed to talk anymore. During the construction, each participant may touch only a tool selected by him, and no other tools. Violations (talking or touching other tools) will be punished – that tool will be taken away”. The instructor follows the time, gives signals to start another stage, monitors the progress of the groups, of their members, and looks how the team members listen to each other, who are dominating, who are leading, who are active and who are passive participants. • When the children complete the task, they show their castles to everyone. Together, they discuss the following: • How did the participants feel themselves, are they happy about the result? Why? • How did the process take place – who undertook the incentive? • How were the solutions made? Or, were there any conflicts? • If yes, how did children solve the conflicts? • Ways of solving conflicts should be reminded.

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SUPPLEMENTS TO SELF COGNITION PROGRAM

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Supplement 1. Human hunt

A person who has a brother or a sister

A person who is not afraid of height

A person who plays any musical instrument

A person who likes milk

A person who does not like milk

A person who likes picking mushrooms

A person who likes travelling

A person who can tell a riddle

A person who has any blue cloth or any clothing detail

A person who can make pancakes

A person who hates lies

A person who wants to find new friends

A person who has any pet

A person who dreams about a pet

A person whose birthday will be next month

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Supplement 2. A question for you and about you 1. What person is the most important on Earth today? 2. What is your most favourite fruit or vegetable? 3. What is the most beautiful thing you have ever seen? 4. What is the ugliest thing you know? 5. What is the most valuable thing you have? 6. What is your most favourite book? 7. If you were not a human, what animal you would like to be? 8. What is the biggest crime in respect of another person, not counting the murder? 9. If you could destroy one thing in this world once and forever, what that would be? 10. What you would like be doing in 10 years? 11. What is your most favourite TV show? 12. If a nuclear bomb would fall down in 10 minutes, what would you do during these remaining 10 minutes? 13. What do you think, is there any one thing you could sacrifice your life for? 14. What is the most important criterion in selecting a friend? 15. What people like the most in you? 16. What people like the least in you? 17. When you think about tragedy, what comes to your mind? 18. What is a single word describing a newborn? 19. What colour the love is? 20. What word describes you the most precisely? 21. What are you most afraid of? 22. If you could become anyone else for one day, whom you would become? 23. What gives you the strongest feeling of safety? 24. Happiness is........................................................................ 25. When do you feel the loneliest? 26. What/who has made the greatest influence on your life? 27. What day of your life you would like to live again? 28. What decisions are difficult for you to take?

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Supplement 3. Types of love

Types of love

Passion

Intimacy

Obligation

Care

Devotion

Now love

Passionate love

Romantic love

Perfect love

Partner-oriented love

Futile love

Friendship

Meaningless love

Parental love

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SOCIAL SKILL DEVELOPMENT PROGRAM

Prepared by: Kristina Stepanova

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CONTENT OF SOCIAL SKILL DEVELOPMENT PROGRAM Public organization “Save the Children Lithuania“.......................................................................................1 SOCIAL PROGRAMS FOR WORK WITH CHILDREN IN GROUPS ...................................................1 ......................................................................................................................................................................1 TABLE OF CONTENTS...............................................................................................................................2 ABOUT THE PUBLIC ORGANIZATION..................................................................................................9 “SAVE THE CHILDREN Lithuania”...........................................................................................................9 INTRODUCTION......................................................................................................................................10 “Trips turned out into a nightmare”...........................................................................................................14 Practical group sessions devoted to prevention of human trafficking .......................................................14 Sessions “Trips turned out into a nightmare”..............................................................................................15 Table of Contents.......................................................................................................................................15 Introduction of practical group sessions ....................................................................................................22 “Trips turned out into a nightmare”...........................................................................................................22 DESCRIPTION OF PRACTICAL GROUP SESSIONS...........................................................................23 Session 1. “What is human trafficking and how do people fall into its trap?”............................................23 Session 2. “The role of a victim: the victim’s feelings and experiences”....................................................26 Session 3. The mechanisms on involving people in human trafficking. “Traffickers – who are they?”....29 Session 4. “How to avoid dangers while going abroad for work?”.............................................................32 Session 5. “Where to apply for help?”.........................................................................................................34 “TRIPS TURNED INTO A NIGHTMARE” ............................................................................................37 SUPPLEMENTS........................................................................................................................................37 TRAINING ON THE SUBJECT OF THE CHILD AND HUMAN RIGHTS .........................................65 Prepared by: Kristina Stepanova................................................................................................................65 Table of contents........................................................................................................................................66 INTRODUCTION TO SOCIAL PROGRAM “CHILD AND HUMAN RIGHTS TRAINING”.............80 The social program is designed to provide the children with knowledge of the child and human rights. It will help to educate active and responsible citizens able to protect themselves and others. The program aims at providing the children with the fundamental knowledge of the child and human rights; furthermore, it is meant to develop in children a sense of responsibility and duty and help them to understand that rights not only protect a person and his/her life but also imply the requirement to respect others and avoid infringing upon their rights. ...........................................................................................80 The program is intended for children of two age groups – a junior group (children of 7 – 12 years old) and a senior group (children of 13 – 17 years old).....................................................................................80 I. THE CHILD AND HUMAN RIGHTS .................................................................................................81 THEORETICAL BACKGROUND...........................................................................................................81 288

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PRESENTATION OF SOCIAL SKILL DEVELOPMENT PROGRAM Development of social skills is very important. We learn a lot from our experience, but very often it is a long and painful way, therefore from an early age, the reserve of internal powers consisting of social skills of a child should be developed. The basic social skills are: 1. Communication skills (ability to ask, listen, express own opinion, solve conflicts constructively, start mutual relations etc.); 2. Personal skills (skills of critical thinking, overcoming stress, relaxation, time management, healthy lifestyle, nutrition, adequate self-assessment, analysis and assessment of personal experience etc.); 3. Co-operation skills (ability to undertake the responsibility, ability to share the responsibility with others, ability to work in a team etc.). Therefore, social skills include everything that helps us successfully function in the society, live next to other people, and work for the benefit of ourselves and the society. The booklet presents the programs of social skill development. The purpose is to form and develop the basic social skills of children. The main tasks are: • Development of children’s communication skills. • Development of children’s critical and creative thinking. • Development of children’s co-operation skills, ability to work in a team, communicate with other people, and accept their differences. • Development of children’s responsibility for themselves and for the surrounding environment. Social skills can be developed in various ways. The presenter program is targeted mostly to the group tasks, to the joint activity of children.

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DESCRIPTION OF PRACTICAL WORKSHOPS – GROUP SESSIONS Session 1. “My Wonderful World” The purpose is to encourage children to know themselves and their internal world. Tasks: 1. Teach children to notice and to list their personal traits. 2. Teach children to notice the differences and similarities between their own personalities and personalities of other people. Tools: white paper sheets, writing tools, drawing tools, chairs (the number of chairs should be one less than the number of participants in the session) (if the game is played in the room with no chairs, circles can be drawn instead of them, or items can be placed signifying the chairs), large paper sheets. Session plan: 1. Movie Duration: 40 – 50 min. Tools: white paper sheets, writing tools, drawing tools, large paper sheets. a) The instructor briefly introduces the program to the children: what they will do together, what they will talk about, when they will meet etc. Certainly, in order to work together, it is necessary to form a group. Probably everyone will have fun if going together to the cinema? The instructor says: “Our group came to the cinema. We are a little late, it is already dark in the hall. We are looking for our seats. The advertising part is already over, and the film begins. We see a movie title on the screen. Imagine a movie we are watching, how the title on the screen looks like, what are the letters and colours. In the beginning of the film, everyone can read who the actors are. What roles will be played in this film? What I will play in this film (each of us)? What will be my role – the main, supporting, or maybe I will appear only in episodes?”. b) Each participant gets two sheets of paper. On one sheet he should write (draw) the film title, and on the other – his own role (firstly the role, and secondly the name of a person is written on the paper sheet). Then children come back to the circle, and pictures are presented to the group. c) Then the instructor says: “We are here together. What film our group can make? Should that film be a comedy, tragedy, action, melodrama? What do you think about it? What role each of us could play in this film? Who of us could be the main actors, who would be the supporting cast, and who would be only spectators?”. This is discussed in the group, and afterwards the children demonstrate this on a large paper sheet. d) When making a film, the group members express their expectations regarding the contents and atmosphere in the group. They discuss the issues that are welcome and unwelcome in the group. 2. My wonderful world Duration: 15 – 30 min. Tools: white paper sheets, writing tools, coloured pencils. a) The instructor discusses with children of how we recognize and describe a person? What is that – a character, appearance, behaviour? Do all people have the same appearance, character, behaviour? The instructor tells children that in order to learn more, to feel better, and to be able of implementing your own dreams, to achieve your goals etc. it is very important, among other things, to know yourself. b) The instructor hands out to the children white paper sheets, and asks:  To draw themselves in the centre of a paper sheet.  To write physical features in the left side of the sheet, i.e. describe their appearance (the things people see).  To list the internal features on the right side of the sheet (character, personality traits, i.e., what you are – sensitive, impatient, energetic, incommunicative etc.), the things people do not see, i.e., the issues not represented physically. If some children have difficulties in listing their features, the instructor should help with other children to them – everyone should name the features that, in their opinion, suit to that child, and the child writes them down once he agrees that he really has these features. Anyway, the instructor should propose such solution

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only in an extreme case – it is more important to encourage a kid to think about himself, to look into his internal world, and to find different traits in it. c) When the children complete the drawings, the instructor asks them to think why they have these specific external and internal characteristics, where they come from, and write the reasons next to the features. E.g., “my hair is curly and light” – “my hair is the same as my mother's”; “I am patient” – “I inherited this feature from my father” etc. When children complete the task, everyone goes back to the circle, and discuss their characteristics, shares opinions about where did they get these features. d) In the end of the session the instructor discusses the following together with the children:  How did the session go? Why did the children think about it? What new things did they learn?  Did children notice similarities between themselves and others? What similarities? What makes us similar to others?  Did children notice differences between themselves and others? What? What makes us different than others?  Did the preparation of the list about their characteristics help children to change their opinion about themselves? How? Or maybe it helped to know themselves better?  Did children find some new things about others? What was it? Were children surprised about it? Why?  Do we always think that we have the same opinion about a person, as he does? Why it is so? It is important for the instructor to discuss with children that sometimes we make conclusions too hastily – we do Not know a person good enough, but still make decisions about him; we easy give in to stereotypes and it is difficult for us to accept people as they are especially when they strongly differ from others etc. 3. Empty Chair at my Right Duration: 20 – 30 min. Tools: chairs; the number of chairs should be equal to the number of participants, and one empty chair should stand at the right side of the instructor (if the game is played in the room with no chairs, circles can be drawn instead of them, or items can be placed signifying the chairs). a) The instructor asks children to sit in a circle, and pays their attention to an empty chair standing at his right hand side. The instructor says: “There is an empty chair at my right; please, sit next to me, if you/your...” and tells any external or internal feature, e.g., “...if you are high; if you are patient; if your hair is short” etc. If any of the children think that this feature suits him, he must stand up and hurry up to take an empty chair. If several children have the same feature, they also hurry up to take the empty chairs. When children sit down, one of the chairs is again empty. Then a participant who is sitting at the left from the empty chair, has to say again “There is an empty chair at my right; please, sit next to me, if you/your...” and name any external or internal feature, and the children who have these features again have to look for free chairs. The instructor may encourage children to think about such features that are not noticeable, that are invisible, e.g., “if you are a courteous son”, “if you are a careful daughter” etc. b) After several changes, children can be proposed to list the emotions, e.g., “There is an empty chair at my right; please, sit next to me, if you feel sad/happy/lonely/ angry/merry etc. c) Finally, the instructor discusses the following with the children:  What do children think about the game? What new things did they learn, notice, observe?  How did children feel when they heard a feature inherent to them and had to stand up, “demonstrating” this feature to others? Why did children have these specific feelings?  Does that happen so that in their life people sometimes hide their features, feelings, hobbies? Why is it so? What should be our attitude – both in respect of ourselves (to hide, not to hide our hobbies and features) and others (to accept other people as they are, or to condemn them)? Why? The instructor may remind children that each of us has a right to be as he is – with his own character, hobbies, and traits. There are no worse or better people – everyone is unique and inimitable. The Convention on the Rights of the Child the United Nations, Article 2 states, that each child is valuable irrespective of the religion, health, language, gender, skin colour and other features of himself or his parents. The same is stated in the Universal Declaration of Human Rights where the inherent rights of each human are listed.  What similarities and differences between themselves and others did children notice?

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Session 2. “My Values” The purpose is to encourage children to analyse their values and attitudes, and their impact on our lives. Tasks: 1. To explain children what the values are, how they are, where they come from, and why are they necessary. 2. To help children to realise the main values. Tools: page with a task “Values” (Supplement 1. Values), writing tools, “banknotes” cut from paper, board/large paper sheet. 1. Follow Me Duration: 10 – 20 min. To strengthen the group’s trust in each other, the instructor offers to play a game “Follow me”. Children find themselves pairs. In a pair, one of the children closes his eyes, or gets blindfolded. Another one invents his call, e.g.: “ta ta ta, ta ta ta, ta ta ta” or “beep, beep, beep, beep” etc. Maintaining the distance and continuously repeating the call, he has to guide his partner around and protect him against arising obstacles or dangers. The one who has his eyes closed, must listen to his partner and go towards his call. If the call discontinues, it means the child should stop and wait because there is an obstacle. When he hears a call again in any side, he should turn to that side and continue following. After some time (5 – 10 min.) the partners swap their roles. The following can be discussed with children – was it easy to trust? Why? Was it easy to care about their partner? Why? 2. My Values Duration: 30 – 35 min. Tools: page with a task “Values” (Supplement 1. Values), writing tools. a) The instructor talks with children about the values, by explaining that the values mean everything that people value and consider dear to them. Values can be: traditional, let's say, mutual assistance between the family members, children rights and duties, respect to parents, to the land, to bread, to God, responsibility of younger to older persons, care of older persons for younger ones, respect to work, respect and responsibility to sick people. The samples of traditional values are: humanity, diligence, responsibility, modesty; ideal: God, human, he is life, history, family, peace, good, and beauty; general: respect to yourself and others, tolerance (physical, cultural, social differences between humans), patriotism (respect to nation, traditions, culture) care about others, honesty, incentive, healthy lifestyle attitude. The systematised values can be distinguished: Inherent values: values of activity, freedom, health, assistance and support, or overcoming or weaknesses; Economic values: values of time-saving, benefit, comfort, foreseeing the incentive, value of the things; Cultural values: values of science, art, technologies, habits; Spiritual values: values of truth, good, beauty, belief, hope, love, modesty; Social values: values of recognition, justice, compassion, tolerance, democracy, nationality. b) After the discussion the instructor hands out to the children the sheet with a task “Values” and offers children to write answers to the questions. When the task is complete, the instructor asks children if anyone wants to read his answers. The following is discussed with children:  What do children think about the game? What new things did they learn, find out, and notice?  How do children think what values are represented in the answers?  Were there any similar answers? What does that mean?  What do children think, how our values are being developed? What affects this development – family, friends, society, and world? What do children think, how were their values formed, what played a major role in that formation? 3. “Auction of Values” Duration: 20 – 30 min.

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Tools: board/large paper sheet, writing tools, “bank notes” cut from paper. The instructor lists many values on a board or on a large paper sheet. Each child has several “bank notes”, with the total value of 100, and he can buy items for them; children may negotiate between themselves. After the game, the discussion follows: • Who bought what? What did they want to buy? What buying strategy did they choose, what was the basis for them of selecting the items? • Is it possible to buy the real values for money? How they are formed? • Why the values are important in our life? What values seem the most important for children? Why?

Session 3. “The First Impression” The purpose is to analyse the first opinion, its impact on our relations with the surrounding people. Tasks: 1. To compare what different first opinions people make about each other. 2. To help children to realise that our first opinion affects our behaviour with people. Tools: photos of various people cut from journals, magazines, and glued on white paper sheets (on the top), writing tools, and magazine pages. Session plan: 1. To Sit on the Knees Duration: 5 – 10 min. The group members should stand in a circle, as close to each other as possible. Everyone turns to the right, and makes one step to the middle of the circle, so that the circle becomes even tighter. Then, slowly and together, they sit on each other's knees. If they succeed to do it easily, the task can be made more difficult. E.g., they can step forward together, while still sitting on each other's knees. If they succeed to go around a circle, the participants may try moving backwards still sitting on the knees. 2. The First Impression Duration: 30 – 40 min. Tools: photos of various people cut from journals, magazines, and glued on white paper sheets (on the top), writing tools a) The instructor prepares page with a photo for each participant of the session. When selecting the photos, it is best not to choose the photos of celebrities or famous people; in addition, the instructor should try to find more different people: of different age, cultures, ethnical groups, of different abilities, disabilities etc. b) During the session, the instructor gives one sheet of paper with a photo, and a pencil for each child. The participants sit in a circle. The instructor asks them to have a look at their sheet and write the first impression on the bottom of the page about a person represented in the photo. When children do this, the instructor asks them to fold the bottom of the page with the child’s opinion, so that no one could see it, and pass the sheet to his neighbour. Then children are asked to look again at the new sheets with photos, and again write their first impressions, fold the sheets, and pass them to their neighbour. The sheets should be passed around rather fast as the first impression is the thing that matters. This action is repeated until the sheets go around all the players. Then the instructor let’s children to unfold the sheets and read everyone's opinions, to compare different “first impressions”. c) The following is discussed with children:  What new things did they find out during the session? What ideas and impressions did the children get?  Was there anything that surprised them? What? Why?  How do children think, what determines the first impression most of all? What did the session revealed to us about ourselves?  How do children think, how we can find out what a person really is like? The instructor summarises the discussion by telling that by the help of an image, a person discloses a part of his character, but it is not right to judge about a person only from his appearance. It is important to know people as personalities.

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3. Relaxation Duration: 15 – 20 min. Tools: magazine pages. And finally, the relaxation exercise can be done. If possible, you can turn on the music. When the music sounds, the following exercises can be done: 1 We walk to any direction, and ‘greet’ each one we meet by a brief tap on their shoulder; 2 We walk the same as before, but now we try to chicken out, when others want to tap our shoulder, but we do all that very calmly; 3 We continue walking, trying different funny steps: on our heels, on tiptoes, on the sides of our feet (turned inside or outwards) etc.; 4 We select a role (proud, crazy, shy, energetic, fanciful person) and walk around, greeting others; 5 We divide ourselves into several groups and lie down in a circle, our heads to the middle of the circle; we brace our hands with as many people as possible; 6 Two persons step on a newspaper stitched on the floor. We place more newspapers, and stand by 4 persons on each sheet. Every time, the newspapers are folded in half, and every time the same 4 people try stepping on them: newspapers are folded again and again until it becomes impossible to step on it in a way that feet would not go outside the paper. It is allowed to climb on each other's shoulders, for instance, so that one person would hold the three remaining ones.

Session 4. “Your Wonderful World” The purpose is to encourage children to get to know each other, to develop empathy and respect to others. Tasks: 1. Teach children to notice others, to know other people better. 2. Development of children’s listening and talking skills. Tools: large paper sheets (the number of sheets is equal to the number of participants), drawing and writing tools, scissors; if possible – music. Session plan: 1. Lifeboat Duration: 10 – 15 min. All children stand in the middle of the room – that will be the “Ocean”. The instructor announces a number, e.g. “six!”. Then everyone has to hurry up and divide into groups of six, and hold by each other’s hands, thus representing the “lifeboats”. Those who will remain without the group, have to “sail” around, until a new number will be announced. The instructor should announce numbers one after another quite rapidly, so that everyone has an opportunity to run around intensely. 2. “Your Wonderful World” Duration: 60 – 80 min. Tools: large paper sheets (the number of sheets is equal to the number of participants), drawing and writing tools, scissors. a) The instructor reminds to children that during the last session they have tried to know themselves better, and to evaluate their traits. But it is equally important to know a person next to you. Children are divided into pairs. Each pair gets large sheets of paper, drawing and writing tools, scissors. One of the participants lays on the ground, and another draws around his silhouette with a writing tool. Afterwards they change places. When both silhouettes are ready, the partners talk with each other in pairs. Their task is to find out as much as possible about each other. They write on the silhouettes all features and information about another person that they have found out during the conversation. After conversing, partners decorate each other's silhouette. They can use various symbols, emphasise various details, and take into consideration what new they have heard and found out. b) When the task is completed, the participants present the silhouettes for the entire group. They tell about the partner’s silhouette which they had to decorate. The instructor warns children that when one of the pair members is talking, another may not interrupt him even though he has told something incorrectly. Facts can be denied or explained only after the partner completed his speech.

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c) Then the following is discussed with children:  What new things did children learn during this session?  Did they find out more about their friends? Was there anything the children did not know before or they did not even think that it is possible?  Is it important to know and understand other people? Why?  Did children tell any imprecise things when talking about each other? Did anyone misunderstand each other? Why did it happen? Do we need to learn to listen and talk properly – as we already are able to talk, and all of us have ears to hear – so what else do we need? 3. Atoms and Molecules Duration: 10 – 15 min. Tools: music, if possible. a) Completing the session, the instructor invites children to play a lively game, which will give an opportunity to enjoy having friends we got to know better just a while ago. Group members, like atoms, move chaotically according to the music. Music is silenced down, the instructor announces any feature, and atoms form the molecules – small groups formed from persons having the same announced feature (or your pupils having this feature make molecules. Others remain free atoms). Members of small groups for some time may hold their hands. When music becomes louder again, the molecules dissociate, and atoms again move chaotically. The features can be the most different – usually the game begins with the external features, and then goes to internal. E.g., somebody has dark (light) hair; somebody has a watch (ring, earring); somebody likes techno/rap/pop music; somebody has brothers/sisters; somebody has a pet at home etc. We can find out each other's opinions, feelings, e.g., who is currently enjoying about some nice event; who think that violence against children cannot be justified etc.

Session 5. “Emotions” The purpose is to teach children to recognize and name emotions. Tasks: • To teach children to distinguish emotions. • To teach children to notice and name the emotions and feelings of other people. Tools: paper slips with words (the following should be written on separate paper slips: happy, disappointed, said, furious, shocked, shy, cunning, vainglorious, irritated, frightened), paper sheet with the same listed emotions, a small ball. Session plan: 1. Group Count Duration: 10 – 15 min. The instructor tells to the group to number off (if, e.g., there are 15 kids in the group, they count to 15). It is done like this: one child says “one”, another says “two” etc. But the counting goes on randomly and not standing in a row or in a circle. Children cannot agree in advance who will tell which number. If two children tell the same number at the same time, the entire group has to be can counting again, beginning from one. 2. Emotions Duration: 15 – 30 min. Tools: paper slips with words (the following should be written on separate paper slips: happy, disappointed, said, furious, shocked, shy, cunning, vainglorious, irritated, frightened), paper sheet with the same listed emotions. a) The instructor puts the paper slips on the ground (so that it is not visible what is written on them) with words written on them, and tells children that a different emotion ‘lives’ on each paper slip. The instructor asks all kids to sit in a row, with their backs to paper slips. A child sitting in front of the row comes up to the instructor and draws one paper slip, reads and emotion, but it does not tell it aloud. Then the child again sits back on his chair, turns to his neighbour, taps his shoulder, this kid turns to the child who has read the emotion (other

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children do not look at them). A child who has read the emotion tries to mimic it. When the emotion is ‘passed’ to the neighbour, he turns to his neighbour on the left, taps his shoulder, and passes’ the emotion further by mimicking it. This neighbour passes the emotion to his next neighbour to the left etc., until the emotion reaches the end of the row. A child who is the last in the row, runs to the instructor; the instructor shows him the sheet with all emotions listed, and the child has to jewels and emotion which, in his opinion, came to him on the faces of his friends. Other children tell if they agree with the guess, or not, and then at the guess is compared with an emotion written on the paper slip that the very first child has drawn. Children move to the left by one chair so that the first chair in a row remains empty. Another child runs up to the instructor, picks another paper slip, reads the emotion, sits on the first chair, and the task is repeated again, only with a new emotion. When all emotions are expressed and guessed, everyone comes back to the circle and the instructor asks children:  How they might comment the session? Did they like it? Why? What was the most interesting?  What new things did children find out?  How did they succeed in guessing the motions?  What we should be able of seeing in another person to understand how he feels?  Is it always easy to get emotions? Your own, others? Why? What prevents us, why sometimes we name emotions and feelings incorrectly?  Why it is important to realise how we feel, and how others feel? Instructor must help children to find answers to these questions, so that the children realise the importance and meaning of their own emotions, and the emotions of others. 3. Word Rhymes Duration: 10 – 15 min. Tools: small ball Instructor tells any word and throws a ball to another player. This player, after catching the ball, must tell another word rhyming with the instructor’s word. Then he tells any other, new word, and throws the ball to another player. If someone catches a ball and does not tell a rhyming word, he falls out the game.

Session 6. “Chart of my Emotions” The purpose is to teach children to recognize and name their emotions. Tasks: 1. To think about their emotions each of us feel in certain situations. 2. To find the ways to cope with emotions. Tools: writing tools, a sheet with the “Chart of my emotions” (Supplement 2. Chart of my emotions), three flags (green, yellow, red). Session plan: 1. Masks Duration: 15 min. a) Children sit in a circle. One child, a volunteer, has to represent any emotion on his face, e.g., anger, joy etc. Then the child has to act out, how he ‘peels off’ the ‘mask’ with this emotion, and ‘throws’ it to another person in the group, telling his name. Another person catches the ‘mask’, puts it on his face, then it changes this emotion in to some other, ‘peels off’ the ‘mask’ from his face, ‘throws’ it to another kid. The session continues until each child bus has an opportunity to wear a ‘mask’. 2. Chart of my Emotions Duration: 30 – 45 min. Tools: writing tools, a sheet with the “Chart of my emotions” (Supplement 2. Chart of my emotions). a) The instructor asks children what emotions and feelings do they remember from the previous session, and what others do they know. Children list various feelings and emotions; asked by instructor, they tell in what situations do they feel some or other feelings. Why is it so? Can someone sometimes feel a shame for his feelings? When, and for which? Why? The instructor should discuss with children that it is really very natural for

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people to feel the most diverse emotions. None of the feelings is shameful – a feeling appears because a person at a certain moment is affected by a certain emotion, action, and event. It is fine when a person is able to name his feelings, and reorganise them. By summarising the emotions listed by children, the instructor says that the four basic emotions exist. These are: happiness, sadness, anger and fear. Other emotions, e.g., feeling of loneliness, wrath, rage, joy etc. arise from these four basic emotions. b) The instructor hands out children the sheets with the “Chart of my emotions” and asks them to complete them. When children complete the charts, the instructor asks children to divide into groups by three, and in the groups to discuss the emotions and the situations causing these emotions. In addition, the instructor asks children to listen to the situations very carefully, try finding similarities, and based on the similarities, try answering the following questions:  In what situations do children feel the happiest? The saddest? Most frightened? Angriest?  How do we react most often, when we feel happy? Sad? Frightened? Angry?  How do we try to cope with emotions? How do we try to outlive them?  Why it is good to be able of coping with your own emotions? Why it is not good of being able to recognize feelings and properly react to them? Then the instructor asks children to go back to the groups, and in 10 – 15 min. to think of, and to act out a short play a according to one of the following selected situations:  A situation when children feel the happiest, the saddest, most frightened, and angriest.  How do children react most often, when they feel happy, sad, frightened, and angry.  How it is when you are able of coping with your emotions, and how it is when you are not able. 3. Traffic Lights Tools: three flags (green, yellow, and red). a) The players select a traffic pointsman. All other players will be the drivers of light cars. They stand in a crossroad, and wait for a signal. The pointsman has to raise up either a green, or a red, or a yellow flag. When the pointsman lifts a green flag – the players clap their hands, when yellow – trample their legs, and went red – there is a complete silence. When someone is inattentive, and makes a mistake – he falls out of the game.

Session 7. “Where are the Feelings Born?” The purpose is to help children to understand the origin of feelings. Tasks: 1. To discuss internal and external factors influencing the feelings. 2. To help children to properly evaluate factors influencing the feelings, and adequately react to them. Tools: large paper sheets, old magazines/newspapers, glue, scissors, writing and drawing tools, coloured paper sheets, whistle, and hula hoops. Session plan: 1. Exercising According to the Signal Duration: 10 – 15 min. Tools: whistle. a) Children are divided into two teams. The instructor indicates to each team what they should do after each signal. For instance, after hearing a whistle, one team’s members should stand up and raise their hands up, and after a ring they should sit still and not move. Another team should do the opposite. The players who make a mistake, fall out of the game, and the team with more remaining players, wins. The instructor should deliberately mislead children by giving the same signal twice or thrice in success. 2. Where are the Feelings Born? Duration: 40 – 60 min. Tools: large paper sheets, old magazines/newspapers, glue, scissors, writing and drawing tools, coloured paper sheets.

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a) The instructor reminds children that they have talked about feelings a lot, and have discussed how important is to recognize and name the feelings etc. But it s very interesting, where in general do the feelings come from? What are the reasons for feelings to arise? In fact, there are two reasons for feelings – the internal and external reasons. b) The instructor divides children into two groups and hands out the tools for them (a large paper sheet, glue, and scissors, writing and drawing tools, coloured paper sheets, old magazines and newspapers). The group instructor asks the children from the first group to think, and to represent in a large paper sheet all the internal reasons influencing different feelings (e.g., reminiscences, impressions, strives, believes, self being etc.). The second group has to indicate the external reasons (e.g., other people, air, sounds, smells etc.). c) When the groups complete the task, they briefly present all factors they have listed. Then another group may supplement the reasons of feelings, if they have any ideas. The instructor discusses with children:  Can we control all factors causing the feelings? Which ones we can control and which ones we can not, and which ones we can control only sometimes?  It is advisable for the instructor to discuss with children each factor which, in the opinion of children, completely cannot be controlled by them – e.g., weather, behaviour of other people etc. What one should do to reduce the impact of the factors causing unpleasant feelings? E.g., bad weather? Maybe then we can dress warmer and more comfortably; we can take an umbrella if it is raining etc. Reasonable decisions will help us to reduce unpleasant feelings, and feel better. Such discussion should indicate to children that we always have choices, and if we try hard, we will always find ways of controlling the events in our life. 3. Car Race Duration: 10 – 15 min. Tools: hula hoop. a) Hula hoop will be a driving wheel, and a car. Children climb into hula hoops (by 3 – 4, no more), and arrange a race. Which crew reaches the finish without falling down? The teams will need lots of concentration and concert of efforts to prevent their passengers from falling down.

Session 8. “Steps for Making Decisions” The purpose is to develop and strengthen the children's decision making skills. Tasks: 1. To introduce children to the stages of decision making process. 2. To teach children to make decisions in daily situations. Tools: slips with described situations from young people's lives (Supplement 3. Life situations) (the instructor may use the situations from supplements, or create his own), pages with a chart “Decision-making process” (Supplement 4. Decision-making process) (one per each participant), writing tools, copybook/notebook, pen, chart “Diary” (Supplement 5. Diary), small ball. Session plan: 1. Things and Colours Duration: 10 – 15 min. Tools: small ball a) In order children concentrate before the session, they can play a game “Things and colours”. The instructor makes children to sit in a circle, and throwing a ball to each of them, tells a colour, e.g., “red”. The player has to throw a ball back, and name a thing which has that colour. It is any player does not tell a thing, or makes a mistake, he leaves the game. A possible game option – a player names a thing, and tells a new colour, and then throws the ball to another child. Or the instructor may name things, and the players may name colours. 2. Steps for Making Decisions

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Duration: 30 – 45 min. Tools: slips with described situations from young people's lives (Supplement 3. Life situations) (the instructor may use the situations from supplements, or create his own), pages with a chart “Decision-making process” (Supplement 4. Decision-making process) (one per each participant), writing tools. a) The instructor asks children, did they ever have to make decisions in their life? What kind of decisions they make – related with learning, family, friends? Is it easy or difficult to make a decision? Why? What makes the decision making process so complex? b) After discussing the questions with children, the instructor hands them out one sheet of the “Decision-making process” and discusses every step, by explaining each stage:  RECOGNITION: in order to solve a complicated situation properly, and to make the best decision, it is very important in the first place to define very precisely the question on which the decision shall be made. It can be a certain problem, situation or challenge. While you are unable of answering yourself a question, what PRECISELY makes you to worry, what disturbs you, what has to be solved etc., you cannot make a suitable decision.  PURPOSE: when you already can answer yourself to a question – what should be solved, the next step is to answer yourself – what has to be achieved? What should be the results of my decision? How should the decision affect the situation?  ANALYSIS: in a search for the best decision, the possible solutions should be considered very thoroughly – one should ask himself, and think very well about what will happen if he will behave one way or another? What the consequences of such decision will be? How this decision is good, and how it is bad?  SELECTION OF ALTERNATIVES: one has to name very precisely what the possible decisions are, and what the consequences of each decision are.  RESPONSIBILITY: finally, we have to select the decision which indicates that our behaviour is responsible, reasonable and considerable. If it is difficult to do it alone, you can always ask for help from someone close to you – your friend, family member, teacher or other person whom you trust. By explaining each step of the decision making process, the instructor has to leave enough time for children's questions. Each stage must be clear and understandable for children. c) After the discussion, the instructor asks children to divide into groups of three kids. Each group gets 2 life situations, and one sheet with the “Decision-making process” chart, and the pens. In small groups, children have to read the described situations, and try finding solutions for them, by describing each step of decision-making in the chart. The groups are given 20 – 25 min. for the task. d) When the time for group work comes to an end, the instructor asks each group to read their situations, and the decision-making steps for each situation. He discusses together with other groups if the solutions indicated by the group are acceptable to them? Why? Solutions described by children must be discussed very thoroughly. When all groups complete the presentation of their situations, pupils discuss together:  What, in children opinion, did they learn during the session? Will it be necessary in their life? Why?  Is it easier to make a suitable decision when the entire process is divided into smaller steps? Why? 3. “Diary of my Decisions” Duration: 10 – 15 min. Tools: copybook/notebook, pen, chart “Diary” (Supplement 5. Diary). a) The instructor tells children, that in order to make a suitable decision, they must try improving their decision-making skills. Therefore children will receive the “home work”. They have to complete this work during the week. The instructor may give a copybook to each kid, or hand out a sheet called “Diary”. The instructor asks children to monitor their behaviour for a week, and describe several situations where they had to make a decision. Children may describe the process of decision-making according to the given chart “Diary”. In a week the instructor should ask children to bring their diaries; the children may volunteer and read some of their own situations about the decisions they have made. Then the following is discussed with all children:  Did the diary writing help children to learn something new? What? Why?  What new things about ourselves and our ability of making decisions did the diary writing help us to learn?  What we need to improve our decision-making skills? If children want, they can continue completing the diary.

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Session 9. “Ripples” The purpose is to help children to realise the importance of being able to make a proper decision. Tasks: 1. To help children to see the causal relations between the decision they make, and the consequences of this decision. 2. To develop children's self-confidence, trust in their own abilities; to strengthen the understanding that many things can be achieved in life by their own efforts. Tools: large paper sheets, drawing and writing tools. Session plan: 1. Eye Communication Duration: 5 – 10 min. a) Everyone sits in a circle. The instructor explains that now, no one can talk. They can only communicate with their eyes. Each child has to try “meeting” any of his friends with his eyes, starting the eye contact and with the help of his eyes agree about changing places. When children succeed to find a friend, and begin eye contact, they change places. 2. “Ripples” Duration: 40 – 45 min. Tools: large paper sheets (2 per each group), drawing and writing tools. a) The instructor reminds children that they have already discussed a lot about making a proper decision. We have to learn a lot, and make many attempts in order our decisions are always suitable and help us, ant not harm us. Why the ability to assess the situation properly, and to make a decision is so important to us? b) The instructor asks children to divide into groups of 3 – 4 participants. Each group will receive a large sheet of paper, writing and drawing tools. The instructor asks children what happens when we throw a stone into a water pool. The ripples begin spreading around. The same happens when we make a decision – decision is like a stone which is being thrown into the water – into our life. The decision causes ripples, i.e. consequences in our life. Image: I have to study more responsibly and more diligently I will have more knowledge and I pass exams better I can study therefore I will have a profession I will have proper knowledge and skills that will help me to find a good job

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My decision to study well has helped me to get a profession and to find a good job c) In the groups the instructor asks children to discuss between themselves and select any one dream, common to all of them. E.g., “in future I would like to get a profession and have a good job”, “I would like to improve my studies results”, “I would like to have good health at all times” etc. Children are given five minutes to select a situation. In 5 min., the instructor asks if all the groups have their dream. If not, a common dream can be selected by all groups. Then the instructor asks the small groups to draw a spot on a large paper sheet, i.e. to throw a stone, and write the most important solution/ step at the spot that would help to achieve the goal. E.g., if the dream is “in future I would like to get a profession and have a good job”, then first stone should be “I have to study more responsibly and more diligently”. Then the ripples go from the stone, i.e. the consequences caused by the decision – e.g., “I will have more knowledge and I pass exams better”, “I can study therefore I will have a profession”, “I will have proper knowledge and skills that will help me to find a good job”, until finally the largest ripple is drawn – the achieved goal/dream: “My decision to study well has helped me to get a profession and to find a good job”. This example is given on the image, page 268. The opposite can be done as well – any single decision can be chosen, e.g., “I will quit smoking”. Then this decision will be a stone, and it will cause ripples, e.g., “my health will improve”, “I will save quite a lot of money”, “my clothes will not smell with cigarette smoke” etc. In addition, the instructor asks children to draw the consequences on the second sheet of paper: what would happen to us if we make an improper decision, e.g., “I am lazy to learn more and diligently therefore I will try to finish school in a slapdash”. What happens then – what ripples such stone will cause? d) When the groups complete the task, they present their tasks to everyone. If there is enough time and if children want, the instructor can give them a small sheet of paper (A4 format) and children may try independently selecting any personal dream and trying to look for a suitable decision that would bring positive ripples, i.e. positive consequences. The following is discussed with children:  What new things did children learn during this session? Is this knowledge important? Why?  What would change in our life if we know how to take care about ourselves, if we undertake the responsibility for our life? Is it easy to do this? Is it worth doing? Why?  Can we remember the former sessions and repeat what we have to do to make a proper decision? 3. Important for the Group Duration: 10 – 15 min. a) In the end, the instructor asks children to enjoy that together they learn so many interesting and good things. They succeeded to complete many tasks because they are all together. Therefore the instructor invites children to think for several minutes and to tell how, in the opinion, the children are important for their group? Somebody brings lots of laugh, somebody is always in a good mood, somebody is very persistent and willing to complete the tasks etc. everyone is valuable. If a child has difficulties of indicating his value for the group, other participants may help him, but children should be encouraged to talk themselves to promote their ability of assessing their strong sides, of noticing their good character traits etc. b) The instructor tells that not only we give something to the group, but the group gives something to us – knowledge, skills, what else? Children again are invited to tell what they get from the group and from the common work.

Session 10. “The World I Would Like to Live in” The purpose is to teach children to make rational and intentional choices, not succumbing to the influence of the surrounding environment. Tasks: 1. To help children to understand the environment and its influence to our behaviour and decisions. 2. To teach children to solve problems in a constructive way. Tools: pages with the tasks “The world I would like to live in (Supplement 6. The world I would like to live in), writing tools, coloured paper sheets. Session plan:

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1. What are You Doing? Duration: 15 – 20 min. a) The group may stand, or sit in a circle. The instructor imitates any action (e.g., reading a book, playing a musical instrument, combing his hair etc.). In several seconds a child standing on his left asks: “What are you doing?”. The instructor has to reply but he should reply something different than what he is really doing. The child who was asking then has to demonstrate the action told by the instructor (and not the action done by him). Then the third person asks: “What are you doing?”, and performs the action told by the second one. This way, the game moves around the circle, and everyone tries to do it as fast as possible. Children should be asked not to mention any actions which are shameful or inconvenient to do. Everyone has a right to refuse doing the things that seem unacceptable to him. 2. The World I Would Like to Live in Duration: 45 – 60 min. Tools: pages with the tasks “The world I would like to live in” (Supplement 6. The world I would like to live in), writing tools. a) The instructor explains to the children that in a personal life of each man the things happening around us often influence our decisions. One possible example from the surrounding world and environment, and its impact on people can be discussed together with children. Then the instructor divides children into several groups of 3 – 5. The groups select their seniors, who get the sheets with tasks “The world I would like to live in”, and writing tools. The instructor may use the topics from the supplement, or modify them according to the problems actual to the group, community, our living environment etc. b) The instructor asks the small groups to review each situation by emphasising that the discussion itself is more important than the conclusions: one can disagree, but it is important to listen to the opinion of another person. Children may write their ideas on the sheet. c) After the discussion everyone goes back to the circle and the situations are analysed together; each of the groups tells briefly what they have decided, what opinions did they have. The situations must be analysed thoroughly because the opinion of some children, for instance, about using narcotic substances or drugs can be very positive. The instructor should not get involved into disputes with children having different opinions, but rather present motivated examples why narcotic substances negatively affect our lives. If there is time, the group can repeat the session “Ripples” – children can draw “the pool with ripples” for a case when a person decides to use drugs – what consequences such decision will cause? Then the following is discussed with children:  What new things were learnt during the session?  How do children evaluate the situations – are they complicated? Why?  Is it easy to make a decision when situations similar to the described ones are faced? Why? What criteria did children use when making decisions?  How did children succeed working in a group? Was it easy to prove their opinion? Why?  Did children make joint decisions in the group, or did they have disagreements and different opinions? Why? Were children strongly influenced by the opinion of other people? The instructor has to discuss with children that the opinion of each person is very important – each of us have different traits, viewpoints, interests, hobbies, therefore our opinions are different. 3. Words of Encouragement Duration: 10 min. Tools: coloured paper cards, writing tools. a) For farewell, the instructor asks children to take a coloured paper card and write some nice words or greetings on it. Then everyone stands up, and walks around the room. When the instructor gives a signal, everyone changes they cards. They read the cards silently. Afterwards, they walk around the room again, and after the signal change cards again. The cards should be given to each other for as many times as possible. Later all cards can be read aloud.

Session 11. “Skills of Health and Healthy Lifestyle” 308

The purpose is to help children to understand the importance of health and healthy lifestyle. Tasks: • To reveal how our decisions may influence our health. • To teach children to evaluate our behaviour and its consequences to health critically. Tools: large paper sheet/board, writing tools, pages with the task “Health. Whose selection?” (Supplement 7. Health. Whose selection?). Session plan: 1. Do This, Do That Duration: 10 min. a) Children stand in a circle. The senior player stands in the middle. He makes various movements and says: “do this”. Those standing in a circle repeat it. If the senior, while doing something, says: “do that”, everyone has to stand still. If somebody repeats a movement – he has to sit down, and drops out of the game. The most attentive player wins. 2. Skills of Health and Healthy Lifestyle Duration: 45 – 60 min. Tools: large paper sheet/board, writing tools, pages with the task “Health. Whose selection?” (Supplement 7. Health. Whose selection?). a) The instructor asks the children to think and tell, what does it mean for them to be healthy? The instructor may write the children's ideas on a board or on a large sheet of paper. When children complete telling their ideas, the instructor asks them, how our health can be affected by our own decisions, e.g., decision to smoke or not to smoke; to use alcohol – to use alcohol moderately/not to use alcohol at all; to engage in sports – not to engage in sports etc. Is our health affected by the decisions of other people? E.g., decision of other people to smoke in the same room where we are; pollution of water bodies etc.? The instructor asks children to give their own examples. b) After the discussion the instructor divides children into several groups of 3 – 4 participants. The small groups are handed out the sheets with different situations. According to the given situations, they have to prepare a small play and act, illustrating the effect of behaviour to the other group members. After each presentation the instructor asks children to briefly describe the effect of the enacted behaviour on health, by discussing the short-term and long-term consequences. Then an alternative situation may be worked out with children demonstrating proper behaviour, in the attempt to maintain and preserve our health. After the plays, the following is discussed:  What new things did children learn during this session?  Why good health is so important to us?  Do we always properly evaluate and take care about our health? Why?  Which children could do differently from now on, to be healthy and fresh?  How should other people behave to prevent damage to our health? How should we behave in respect of other people? 3. Laugh Chain Duration: 5 – 10 min. The participants lay on the ground so that they might place their heads on each other's stomachs. First, one child lays down, then another lays down and puts his head on his stomach, then the third – on the second’s stomach etc. The one who lays in the beginning of the “chain” starts laughing or giggling loudly. Soon, the laughter is passed along the entire chain “chain”.

Session 12. “Risk” The purpose is to understand the definition of risk and its influence to our life. Tasks: 1. To encourage children to understand why people risk. 2. To discuss the consequences of risk.

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Tools: board/large paper sheet, writing tools, page with a task “Risk” (Supplement 8. Risk), paper sheets, adhesive tape. Session plan: 1. Poets Duration: 20 – 30 min. Tools: white paper sheets, writing tools. a) The instructor offers children to begin their day creatively. With the instructor’s help, everyone creates poems in a Japanese style. In the first line they write a noun which will become the topic of the entire poem. In the second line they write to adjectives describing that noun. In the third line they write three words describing what that noun is doing. In the fourth line they describe in four words what that noun means to a poet. In the fifth line they think of a synonym to the noun, or repeat the noun again. E.g., noodles: • Long, tasty • Hang on the ears • Remind me my airy childhood • Spaghetti Children create poems and read them. 2. Risk Duration: 45 – 60 min. Tools: board/large paper sheet, writing tools, page with a task “Risk” (Supplement 8. Risk) a) The instructor asks children to write about 10 – 15 cases when a person may risk. He discusses with children when any of them was risking. Examples of children can be written on a board/large paper sheet. Then, the written cases are discussed with children – how they are similar and different; can risk be grouped in any way? E.g., physical risk, for instance, when playing on the railways; emotional risk – for instance, when we publicly complain with someone's unfair behaviour; social risk, when, let's say, we are late to an important meeting. The following is discussed with children: what feelings do people feel when they risk? Feelings can be also written on the board or on a large paper sheet. What feelings related with risk do people tolerate, and which ones they avoid? E.g., feelings of pleasure, joy, and euphoria can be related with risk, but that can be also fear, embarrassment, and agitation. Some people can be threatened, blackmailed and that can make them go to risk. b) After the discussion the instructor asks children to group in groups of three persons. Each group gets a large paper sheet, and writing tools. On the paper sheet the groups have to write three risk cases the have experienced (the risks can be common to everyone or only to several participants of the group). Children discuss and explain why in each case they were risking. For a joint discussion, each group submits one case of risk: the risk, its reasons (why they were risking), and the feelings they felt. c) Then children are divided into groups of 4 persons. Each group gets a sheet with a task “Risk”. The instructor explains to children that during this exercise, the cases of risks are evaluated, and the reasons indicated by a risking person to himself and to others, are analysed. In the groups, children divide the roles: the one who risks, a friend, father or mother, and a teacher. After each part of the task children change their roles. In addition, each group has a sheet with a plate “Risk”. The first child who plays the risking person explains to his friend why he was risking, and briefly writes his answer on the sheet. After that, his friend plays the risking one and explains father why he was risking. Again, reasons are briefly written on the paper sheet. The third “risking” person explains the reasons of risks to the teacher, and writes them on the paper. The last “risking” explains to himself what are his motives and why he is risking. This is also written on the sheet. Later everyone goes back to the common circle, and each small group presents one or two the most interesting reasons of risk they have specified. Together, the following is discussed with children:  What new things did children learn during this session?  Were different reasons explained to different people? Why?  What were the real reasons of risk? Do the reasons make the risk more understandable or not?  Can be the risk always justified even though many various seasons can be specified for it? 3. Rain of Compliments

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Duration: 15 – 20 min. Tools: paper sheets, adhesive tape. a) Children cut long stripes from paper and then fix them to each other’s backs. Children's names are written on top. b) Children walk around the room, and write on each other's backs good wishes and compliments. The instructor warns that children are in charge for what they write because the words may hurt as well. When everyone finishes writing on their friends’ backs, children may take off the stripes and read what the group members have written to them. The instructor may discuss with children about how we would feel if we would tell nice words to each other more often. How do children feel now after reading all these words?

Session 13. “How Can I Stand That” The purpose is to teach children to cope with difficult social situations. Tasks: 1. To teach children make decisions and cope with complicated situations. 2. To teach children to orient themselves and communicate in complicated situations. Tools: white paper sheets, drawing tools, page with a task “How can I stand that?” (Supplement 9. How can I stand that?) (the situations described in the page must be cut into separate cards), writing tools. Session plan: 1. Telegram Duration: 20 – 30 min. Tools: white paper sheets, writing tools. a) In the beginning the instructor offers children a simple but funny game encouraging their creativity. The instructor writes a word consisting of 4 – 6 letters. Each player must create a “telegram”, by using each letter of the word. E.g., the word “night” is written. Then, the telegram is made as follows: n “Nerijus“ + i “is” + g “good“ + t “traveller”. The game can be played with several words. 2. How Can I Stand That Duration: 45 – 60 min. Tools: page with a task “How can I stand that?” (Supplement 9. How can I stand that?) (the situations described in the page must be cut into separate cards), writing tools a) The instructor explains to children that now they will make an exercise which will help them to clarify how they should behave in tough situations. Children are divided into the groups of three. Each group gets 2 – 3 different cards with a task “How can I stand that?”. Each card contains one situation described. Children are asked to read the situations in the groups, and to write below one way on how to overcome the situation. Then children have to send their card to the other group, while they get another card from another group. Then children read a new situation, write one solution proposed by them and forward the card. The task is complete, when the cards make a full circle. Then the group has to read all solutions and select any one. The instructor discusses the following together with the children:  What new things did children learn during this session?  Was it difficult to specify the solution? Why? What situations were the most difficult? Why?  The groups are asked to read the situations and the solution they chose. Why did they choose this specific solution?  Was it difficult to admit and select the solutions proposed by others? Why?  What we can learn from the viewpoints of other people to the situation? 3. Similarities Duration: 20 – 30 min. Tools: white paper sheet, drawing tools. a) The instructor praises the children for being so smart in solving problems. Then he invites everybody to check how much did children learn during the sessions – now they have to defend their solution.

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b) The instructor draws any simple thing on the paper sheet, e.g., computer, but does not show his drawing to anyone. Each child, without seeing the drawing, tells what it resembles. E.g., a house, a plate, a sun. When everyone tells their comparisons, the instructor shows his drawing and then everyone has to defend his position: why the drawing resembles the think they told. E.g., computer resembles a house, because programs live in it. computer resembles a plate, because everything which is in computer you eat as if from a plate etc.

Session 14. “Mutual Relations” The purpose is to teach children to evaluate their mutual relations. Tasks: 1. To discuss what close, remote, negative, positive mutual relations are. 2. To help children to understand the specifics of communicating with other people. Tools: white paper sheets, writing tools, balloons; a small paper sheet with a task should be inserted to each balloon (e.g., tell a riddle, tell a poem, jump on one leg etc. The instructor should prepare the sheets before the session). Session plan: 1. Intonation Duration: 10 – 15 min. a) The instructor tells children that when we talk, we pay attention to the meaning of our sentence, but intonation in which the sentence is being told, is equally important. We can tell each sentence in various ways, with many moods – and this determines different meanings of the same sentence. The instructor offers children to say a very simple sentence: “Here, everything is complete!”. Children may try repeating this sentence: • Joyfully, as if it is the happiest day in the child's life; • With satisfaction as if the child has passed a difficult exam at school; • Sadly, as if the child has lost his favourite thing; • Frightened, as if the child had a nightmare; • Tiredly, as if the child hasn't been sleeping all night. 2. Mutual Relations Duration: 45 – 60 min. Tools: white paper sheets, writing tools. a) The instructor discusses with children that every day we are surrounded by many people with whom we have to communicate. The instructor asks children to think about the people with whom children have to communicate frequently – not only the family members but also salesmen, teachers, friends etc. The instructor asks children: 1. How do they think, the majority of persons with whom they communicate every day, or rather frequently, are selected by children (e.g., friends) or given to children (e.g., parents)? 2. Is it always pleasant and nice to communicate with people with whom you are actually communicating? Why? 3. How do the children think, is it always pleasant for other people to communicate with them? Why? What should be changed to have more pleasant relations? Instructor hands out a sheet of paper and writing tools to the children. The instructor asks to draw on the sheet of paper the diagram represented in the image “My communication with the surrounding people”.

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Then the instructor asks each child to think once again about people with whom they communicate, and insert them into the diagram considering the relations with these people: positive but remote; positive and close; negative but close; negative and remote. Then children are asked to find themselves a pair and discuss their diagrams for five minutes. Afterwards, the diagrams are discussed in the group:  What new things did children learn during this session?  How can children describe close relations?  How can children describe positive and negative relations?  What relations did the children evaluate as remote?  What relations children would like to change, and why? The instructor offers children to think about the relations they would like to change, and how they could do it. Children should write their ideas on the page at their diagram. Then children can tell about their plans to others, if they want. b) The instructor tells children that during the discussion they probably realised that our communication with other people is not always pleasant. The instructor invites children to discuss several situations, and decide about the following: 1. To which side the communication was pleasant, and to which it was not? Why? Which behaviour was pleasant and unpleasant to the children? 2. How would children behave in that situation? Why? Would children like such behaviour? Situations for discussion (the instructor may think of additional situations): • A teacher screamed at a pupil because he did not prepare his home work. The pupil tries to explain that he did not understand the task (this was true). But the teacher does not want to hear explanations – he says a pupil is stupid and lazy, and puts him a negative mark. • A girl returned home very late even though she had promised her mother to come back until it gets dark. Mother was worried a lot that any bad things might happen to the girl. But the girl gets angry, screams at her mother, telling that it is not her business when she leaves and when she returns; then she slams the door and locks in her room. • A girl does not understand a math task. She asks her friend for help, as the friend is good in mathematics. The friend agrees with pleasure – she explains the task, and similar exercises; she offers her help if the girl would need it again. The girl understands everything; she nicely thanks to her friend. • A guy tries to persuade his girlfriend to become sexually active. He says this is the only way of proving that she loves him and wants to stay with him. The girl does not want to have sex yet, but she is also afraid that her boyfriend will leave her. • A girl goes by trolleybus and she wants to sit in front, therefore, after entering the trolleybus, she thrusts forward, pushes people without apologising. She also does not care that older people who would be also happy to get a seat, are standing next to her. • A guy goes by bus. In one stop, a woman with a small child in a pram tries to get into the bus. The guy helps the woman to get the pram into the bus, and yields his seat. The woman smiles and thanks him. 3. Balloon of Surprises

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Duration: 20 – 30 min. Tools: balloon, paper slips with tasks a) For relaxation, the instructor offers children to play a game “Balloon of surprises”. Each child gets a balloon, blows him, and finds his task. Then, a fair of surprises is arranged – each child has to perform the task on his paper slip (sing a song, tell a riddle, jump on one leg etc.).

Session 15. “Accept, Ignore, Reject” The purpose is to develop empathy of children and respect to others, noticing other people and accepting them. Tasks: 1. To discuss the feelings we experience when we are accepted, ignored and rejected. 2. To pay attention how we make people feel when we accept them, ignore or reject. Tools: a small thing (e.g., small ball, pencil, pen etc.), large paper sheet with a drawn big wheel, paper sheets, drawing tools; paper sheet with two figures drawn (a triangle and a circle). Session plan: 1. Do You Feel? a) The instructor has prepared a paper sheet with two figures drawn (a triangle and a circle). He drops some water on one of the figures. The group is unaware about water this far. The page with figures is passed around the circle, and each participant smells both figures very attentively. When everyone complete smelling, children say what smells they felt. If there are any hesitations, they can smell again. In the end, the group members discuss what each of them felt. In fact, both figures smell like paper. Smell of a watered figure is slightly stronger, but smell difference is in fact it’s very subtle and not always one can sense it. The majority of people give in to suggestion. Most often, the participants tell the things that were already told. Often they are afraid of telling to the group they smell nothing, or feel no smell difference. When everyone tells their opinions, the instructor reveals the “secret”. He explains why it is difficult to smell and distinguish the odours. Then the following is discussed with children: • What did I really smell? • What ideas, guesses I had when smelling? • Was I right, or was I wrong? • Did I rely on myself or rather listen what others are saying? • If yes – why did I rely on myself? If not – why did I listen what others are saying and did not rely on myself? • Why is it important not to be afraid of expressing own opinion even though it is different than the others? 2. Accept, Ignore, Reject Duration: 15 – 30 min. Tools: small item (e.g., small ball, pencil, pen etc.), large paper sheet with a drawn large circle with X in the middle. a) The instructor asks three volunteers to leave the session room and wait until they are invited back again. When three participants leave the room, the instructor places a sheet of paper with a circle on the ground. He explains to the children who remained in the room, that when the three participants come back, they have to stand slightly away from the sheet, and try throwing a small item (small ball, pencil, pen etc.) so that it hits the X. Children who will sit and monitor, have to:  When the first participant will try to throw the item, to support him, to encourage, praise and tell something nice.  When the second participant will try to throw the item, children have to laugh at him, tease him, tell that he is doing everything wrong and he will fail.  When the third participant will try to throw the item, children have to ignore him completely – pay no attention to him, talk among themselves, look through the window, turn away etc.

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The instructor asks children if they understand the task, and then invites three volunteers to come back. The instructor gives a small item (small ball, pencil, pen etc.) for each child and explains that their task is to stand 3 – 4 meters away from the sheet with a circle and trying to throw an item into the circle, hitting the X. Children try to throw an item, and the spectators react in a way they had agreed on (support the first child, reject the second, and ignore the third). Children can try throwing the item for 2 – 3 times, then everyone comes back to the circle. The instructor then asks children:  The child who was supported: how did he feel when everyone was telling him nice words and encouraged him? Why, in his opinion, he felt specifically in this way, why did he get these feelings?  The child who was rejected: how did he feel when everyone was laughing at him and rejected him? Why, in his opinion, he felt specifically in this way, why did he get these feelings?  The child who was ignored: how did he feel when no one paid attention to him, not one demonstrated they are interested in him? Why, in his opinion, he felt specifically in this way, why did he get these feelings? The instructor asks children to think and to remember the cases when:  They were praised, rejected or ignored. Has it ever happened? When children experienced pleasant feelings and when – unpleasant? Why?  Do children themselves sometimes behave unpleasantly with others, rejecting them, and ignoring? Is it easier after the session for them to realise how other people feel when they are ignored or rejected by us? 3. Portraits Duration: 30 – 35 min. Tools: paper sheets, drawing tools. a) Children get paper sheets and pencils. Everyone has to draw a face of one of their friends. When all drawings are complete, the portraits are sent around the circle, and each player on the other side of the sheet has to write name of the child to whom the portrait is most resembling. The child who collected the highest number of correct answers, wins.

Session 16. “The New Ending” The purpose is to form the ability of children to notice the offended, abused and rejected people, development of children’s ability to help them and themselves. Tasks: Tools: drawing and writing tools, large paper sheets (one sheet per each small group), page with a task “Message from a person who is leaving” (Supplement 10. Message from a person who is leaving). Session plan: 1. On the Platform Duration: 20 – 30 min. Tools: page with a task “Message from a person who is leaving” (Supplement 10. Message from a person who is leaving) a) The instructor divides children into two groups. A volunteer is selected from one group – he will have a role of “a person who is leaving by train”, his group members will be the ones who are “seeing him off on the platform”. The volunteer is invited to another group, and he is told some information which he has to pass to the ones who are “seeing him off”, while standing in the train car at the closed window. The examples from supplements can be used (Supplement 10. Message from a person who is leaving) or own examples can be invented. 2. The new ending Duration: 45 – 60 min. Tools: drawing and writing tools, large paper sheets (one sheet per each small group).

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a) The instructor asks children if they remember the last session when they were talking about the behaviour influencing the feelings of other people – when we accept them, ignore or reject. How we should behave that a person would feel himself respected, accepted and valued? Do we always behave this way? Do other people always behave with us this way? Sometimes it happens that we are continuously rejected, mocked at, sometimes we are even beaten, threatened or otherwise abused. What we should do in that case? b) The instructor asks children to divide themselves into several groups of 3 – 4 persons. Each group will get a large paper sheet, writing and drawing tools. In the group, children together will have to think of, or to remember any situation when someone was being abused. They have to represent the situation on a large paper sheet, drawing it like the comics: one action, then another action, then the next etc. It is most important to draw a situation without ending, i.e. only the things that have happened. When the groups complete the task, the instructor asks them to change the situations with other groups sitting on the left. After receiving a situation drawn and described by their friends, children have to think what a person who is drawn and being abused, could do and have to do, to help himself? What others can do to help him? The children have to draw it on the comics they got, i.e. to create the happy end, a good solution. When children complete the task, the drawings can be sent around, so that all children could review the situations and the ways of solution. Then the entire group together discusses:  What new things did children learn during this session? What did they learn?  Do the drawn situations happen often in life? How do the children think, why?  In what cases a child might help himself? How he you should do this? Children with their instructor can look for examples in the drawings.  In what cases one should ask for help? Who would help? Children with their instructor can look for examples in the drawings. The drawings can be displayed in the classroom so that children could see them and remember the things they have learned during the session. 3. “Fist” Duration: 10 – 20 min. a) The instructor asks each child to find themselves a partner. The instructor tells one of the partners to make a tight fist. The task of another child is to find ways to open this fist. One minute is given for the task. b) After one minute the instructor stops all kids and asks how they tried to open the fist. You will probably notice that most of the kids tried to do it by force, at least in the very beginning. What were other attempts? What efforts were successful, when a friend agreed to open his fist at his free will? c) The instructor discusses with children:  What did the game tell us about our behaviour with others?  Why so many of us try solving our problems with physical efforts in the first place?  What behaviour would help us to communicate with the surrounding people more efficiently?

Session 17. “What are Good Friends?” The purpose is to discuss with children the definition of friendship, importance of friendship in our life. Tasks: 1. Development of children friendliness. 2. To analyse the meaning and significance of the “true friend” definition. Tools: sheet with the drawn octopus for each participant (Supplement 11. Octopus of friendship), writing tools, white sheets of paper, drawing tools, large paper sheets (one per group), ropes. Session plan: 1. Spider Web Duration: 30 – 40 min. Tools: ropes a) The instructor asks children, why friends are important to us? Why do we need them? Then the instructor invites children to play a game which will demonstrate that it is much easier to overcome obstacles together.

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Children make a net from the ropes and suspend it vertically, dividing the room into two parts. They leave a hole in approximately 1.5 m height; the hole should be enough for a person to climb. Other holes should be slightly smaller. The group’s task is to climb to the other side of the room through the hole. The group has to discuss how to perform the task. They cannot touch the web. If any member of the group touches the web, the group has to invent a penalty for themselves (i.e. making the task more difficult). The time for the group to complete the task is recorded. After the task, the instructor discusses the following with children: • How did they propose to solve the problem? • Who was the most active in proposing solutions? • Who was trying to “push” his own ideas, and who remained passive? • Who did not consider any options but was trying to solve the problem with actions? • How did the group overcome the difficulties? • How did the limited time affect the task? • Did children feel that it is fun working together? Did they have unpleasant time, too? What? Why? 2. What are Good Friends? Duration: 45 – 60 min. Tools: sheet with the drawn octopus for each participant (Supplement Octopus of friendship), writing tools, white sheets of paper, drawing tools, large paper sheets (one per group). a) Before the session the instructor can ask children to search for, and bring any songs, poems, quotes about friendship. During the session the instructor and the children can listen to these songs, poems and talk with children about friendship – why it is important to us, what friends should be like, why they are needed by us etc. b) After a brief discussion the instructor hands out for each child a sheet with the drawn octopus and asks to write on each tentacle what, in the opinion of children, the features of a good friend are. After the task is complete, the instructor asks children to divide into groups of 3 – 4; he hands out the paper sheets and writing, drawing tools to the groups. In the groups children have to discuss:  What features were mentioned most often?  Is there any feature you would like to write down?  What eight features are the most important? Then each group draws a big, friendly and colourful octopus on a large sheet of paper. On his tentacles, the group writes eight features the most important for good friend, on which they have agreed. When the groups complete the task, their drawings are displayed on the wall, and the following is discussed with children:  How did they succeed working in groups? Were their opinions very different? How did they succeed in finding a common solution?  What new things did children learn during this session?  What main features did the entire group list?  What determines for us to call a person a good friend? Is it easy to be a good friend?  Later children can be encouraged to think individually, and if they want, to write down the plan of actions that would help them to implement their intention of becoming better friends. 3. Circle of Trust Duration: 15 – 20 min. a) The instructor thanks children for participation in the session, and for the ideas. Then he invites children to feel that they have true friends in the group. The group stands in a tight circle. One of the group members is standing in the middle of the circle, he closes his eyes, strains his muscles and slowly tilts to any direction. The group slowly catches the tilting person, and slowly pushes him to the opposite direction, to all directions, trying to catch him and keep him from falling. The volunteers may go into the middle of the circle, and test themselves. After completing an exercise, it is advisable to discuss immediately the new feelings, ideas and experiences.

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Session 18. “Let’s Build a House” The purpose is to reflect and evaluate the entire experience gained during the group process. Tasks: • To enjoy with children that they have spent so much time together. • To get a feedback from the children about what they have learned. Tools: a small personal item of each participant (it can be e.g., a pencil, a pen, a pin etc.), large paper sheet (one per each group), small stone, pin, 1 meter of rope, coloured paper sheets (each sheet in 5 different colours), scissors, glue, 3 white paper sheets, drawing tools. Session plan: 1. “Let’s Build a House” Duration: 60 – 90 min. Tools: a small personal item of each participant (it can be e.g., a pencil, a pen, a pin etc.), large paper sheet (one per each group), small stone, pin, 1 meter of rope, coloured paper sheets (each sheet in 5 different colours), scissors, glue, 3 white paper sheets, drawing tools. a) The instructor with children enjoys that their had spent so much time together and learned so many things – to communicate nicely, properly solve complicated situations, know themselves etc. During the last session the instructor invites children to build a common house from new skills and knowledge; their house should remind them about the things newly learned. Children are divided into the groups of 3 – 4 kids. Each group of children gets a large sheet of paper, scissors, glue, small stone, pin, 1 meter of rope, 5 different colours of paper, 3 white paper sheets, drawing tools. After handing out these tools, the instructor tells children that all given things are the means for the house construction. The children shall have also additional items – the instructor asks the members of each group to think, what personal item each child could use for the house construction. There should be a small item – e.g., bead, pencil, pin, pen or any other item the child does not regret about giving away. If some kids have no items, the instructor should allow taking one item from the environment. When children select a personal item that could be used for the construction of a house, the instructor asks the groups to discuss for 10 – 15 min. and to create a plan how to use all the “building” tools in the best way, to build a beautiful residential house. White sheets of paper can be used for making the house residents, i.e. children can write their ideas on them, the things they liked the most during the previous sessions, the new knowledge they gained, the feelings they experienced etc. After the discussion each group is building their house. b) When the groups complete the work, the instructor asks everyone to tell about their house, how it looks like, what things are in it, why the house is specifically like this? After the presentation the instructor discusses with children:  What can children tell about the session? What did they like, what they didn't? Why?  How did they succeed to discuss and to create the plan of house construction? What prevented them? What helped them?  What do they think about the house they built?  What “residents” live in the house?  Was it fun to work together and to build a house? Why? The exhibition of houses built by children can be arranged, and children may remember what they have learnt and what they have experienced. 2. Chronicle a) The instructor asks children to bring and fix to the wall everything related to the experience gained during the training process of the group. This can be various items, photos, posters, protocols, collages, drawings, symbols reminding more important experiences, events etc. Everything is fixed to the wall consistently, according to the chronological order of sessions, or simply a joint collage is made. When all the items are already on the wall, the groups sits down and discusses its “Chronicle”. When looking at such “Chronicle”, a certain sequence can be traced, certain ”lines” of the process. (e.g., the lines of personal development of the group members, joint group activities, projects, reflexions etc.). The following is discussed with children: • What is your general impression about the program? • What work was done? • What main lines can we distinguish?

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• • •

What course of the group development can we see? What has not been done yet? What other topics children would like to discuss? What can we take with ourselves and save from this experience?

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SUPPLEMENTS TO THE SOCIAL SKILLS PROGRAM

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Supplement 1. Values 1. Imagine you have enough money to satisfy your needs. Where and how would you use them? List 3 cases, beginning from the most important: 1. ............................................................. 2. ............................................................. 3. ............................................................. 2. Imagine you have magic powers. What would you do? Why would you do so? List three cases according to their significance. 1. ............................................................. 2. ............................................................. 3. ............................................................. 3. Write the three biggest wishes according to their importance to you: 1. ............................................................. 2. ............................................................. 3. . .............................................................

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Supplement 2. Chart of my emotions

Chart of my emotions My name is... I feel the happiest, when... I feel the saddest, when... I hate when... My biggest fear... When I am happy, I (what do I do)... When I am sad, I (what do I do)... When I am angry, I (what do I do)... When I am frightened, I (what do I do)... Sometimes I feel... When I feel this way, I (what do I do) ......................................................................................................................................................... and how I would like to behave .........................................................................................................................................................

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Supplement 3. Life situations 1. Dorothy, 15 years, a girl. The girl wants to leave the school because she thinks it is boring at school. She would like to get a job, and work as a waitress instead of going to school. The girl says that when working, she will be more helpful to her family because she will earn money and contribute to the familyâ&#x20AC;&#x2122;s budget. 2. Valentina, 16 years, a girl. Valentinaâ&#x20AC;&#x2122;s boyfriend is forcing to begin sexual relations with him. The guy is persuading Valentina to sleep with him, by stating that this is the only way for her to prove him her love and devotion. 3. Simon, 16 years, a guy. Recently Simon several times has met his friends who have tried drugs. They try to persuade Simon dry drugs with them, stating that drugs perfectly help to forget about everything and relax. 4. Karina, 17 years, a girl. Karina found out that she is pregnant. She is afraid to tell her parents because she doesn't know how they will react to this news. 5. Jeremy, 19 years, a guy. Jeremy suspects he has at sexily transmitted disease but he is too shy to go to doctor. 6. Sigita, 17 years, a girl. Sigita knows that her boyfriend had various sexual partners. Before they get married, she would like her boyfriend to go to doctor and check if he has no AIDS. But she is also afraid of insulting the guy. What should Sigita do?

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Supplement 4. Decision- making process RECOGNITION What is the situation? What decision has to be made?

PURPOSE What results I would like to get most of all after making a decision?

ANALYSIS What can happen if...(I act one way or another)

SELECTION OF ALTERNATIVES What are positive and negative sides of possible decisions?

RESPONSIBILITY What the decision is the best: which one I can implement, which one indicates my responsibility, which can help me to achieve good results, which one makes no harm neither to me nor to the surrounding people?

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Supplement 5. Diary Date: Day of the week: (Describe the situation) My dear diary....

I decided (to do, to act etc. .....)

I decided this because (why this decision is the best, the most appropriate...)

If I would not make this decision, the consequences of a situation described by me would be different, and (what would be different)...

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Supplement 6. The world I would like to live in The world I would like to live in Many people have tried, or know someone who has tried various drugs. Some think that it is a part of young people's life, and that if used safely, the damage caused by drugs could be avoided. Others think that it is impossible to avoid consequences therefore young people should know about the danger caused by drugs, and should be encouraged never touch them. What and why would you select?

Different fast food (sandwich, â&#x20AC;&#x2DC;cheburekasâ&#x20AC;&#x2122;, bun) often is fat, contains lots of sugar, but is easy to prepare, it is eaten fast, and is related with a modern lifestyle. But the natural and healthy food (warm meals, fresh vegetables etc.) can be also cheap, easily made and related with the image of modern lifestyle. What food you select and why?

In many roads there are many cars most of the day. One of the ways of reducing car jams is to expand the roads up to six lanes, by demolishing hundreds of residential houses. Another option is high taxes for roads. This way people would be encouraged of using public transport. What to do you think, and why?

Alcohol is important in the life of many people. It is used when we want to relax, or when we celebrate. Other people do not use alcohol, they know how to relax and to celebrate interestingly without alcohol. Yet others think that teaching would help young people to learn how to use alcohol safely. What would you choose, and why?

In Lithuania there are many pregnancy cases among teens. Some people think that the amount of sex scenes in newspapers, films and TV should be reduced. Others think that the development of sexual knowledge and life skills of young people should be improved. What would you choose, and why?

There are several ways of producing electricity. Some people believe that nuclear energy is safe and clean. Others think it is dangerous. The number of windmills is growing. Some people support the solution because it is safe, others think it disturbs the view and causes inconveniences for people living close to windmills due to the noise. What would you choose, and why?

Many people are concerned about the growing number of crimes. Some think that criminals should get stricter sentences. Others think that the reasons causing crimes should be eliminated, for instance unemployment, poverty, lack of income. What would you choose, and why?

Young people like television, films and computer games. Some parents and teachers are concerned that young people live not a healthy lifestyle, they do not exercise and spend little time with their family members. What to do you think, and why?

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Supplement 7. Health. Whose choice?

Uncle Tom again has drunken do much and some family members began to worry that he may become aggressive. One of the passengers in a train, in a car of non-smokers, began smoking. People react differently. A teenage girl has no appetite, continuously feels weak, and is very slim but she is complaining all the time that she is overweight. Vilija began abusing alcohol increasingly often. Maybe she would not like to do it but she is afraid that her friends would stop inviting her to parties, gatherings, would laugh at her and reject her. Martynas is always in a hurry. His dinner usually lasts only for few minutes therefore he always â&#x20AC;&#x153;forgetsâ&#x20AC;? to wash his hands, even though he comes from the yard where he plays with other children and touches various things (staircase rails, items from the ground that interest him etc.). Vanda thinks that for a girl to look good she always has to wear fashionable clothes and makeup. But when going to sleep, Vanda often forgets to clean away her makeup; she is not always taking care about her clothes â&#x20AC;&#x201C; often they are dirty and disorderly.

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Supplement 8. Risk

Role

To the friend

The specified reasons To parents To the teacher

To myself

The smoker

Eater of junk food Drug tester Alcohol user Alcohol abuser The child who misses lessons Car driver without a licence Shoplifter

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Supplement 9. How can I stand that? A friend comes to school in several days after his family memberâ&#x20AC;&#x2122;s death. A)........................................................................... ............................................................................... ....................................................................... B)........................................................................ .. ............................................................................... ......................................................................... C)........................................................................ .. ............................................................................... .........................................................................

Seemingly, your parents always quarrel. A)........................................................................... ............................................................................... ....................................................................... B)........................................................................ .. ............................................................................... ......................................................................... C)........................................................................ .. ............................................................................... .........................................................................

One of the pupils in the class has a physical disability. Other children mock him sometimes. A)........................................................................... ............................................................................... ....................................................................... B)........................................................................ .. ............................................................................... ......................................................................... C)........................................................................ .. ............................................................................... .........................................................................

A friend offers you to smoke pot during a party. A)......................................................................... .............................................................................. .......................................................................... B)........................................................................ . .............................................................................. ........................................................................... C)........................................................................ . .............................................................................. ........................................................................... Your friends always joke on sex topics but often you do not understand what they talk about. A)......................................................................... .............................................................................. .......................................................................... B)........................................................................ . .............................................................................. ........................................................................... C)........................................................................ . .............................................................................. ........................................................................... At school you were punished for something done by another pupil. A)......................................................................... .............................................................................. .......................................................................... B)........................................................................ . .............................................................................. ........................................................................... C)........................................................................ . .............................................................................. ...........................................................................

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One of your friends will tell you that he is homosexual. A)........................................................................... ............................................................................... ....................................................................... B)........................................................................ .. ............................................................................... ......................................................................... C)........................................................................ .. ............................................................................... .........................................................................

You are worried that one of your parents drinks a lot. A)......................................................................... .............................................................................. .......................................................................... B)........................................................................ . .............................................................................. ........................................................................... C)........................................................................ . .............................................................................. ...........................................................................

Your older brother became 18 years old. He cannot find a job, and he is worried about it very much. A)........................................................................... ............................................................................... ....................................................................... B)........................................................................ .. ............................................................................... ......................................................................... C)........................................................................ .. ............................................................................... .........................................................................

A younger pupil at school is often abused by older children. A)......................................................................... .............................................................................. .......................................................................... B)........................................................................ . .............................................................................. ........................................................................... C)........................................................................ . .............................................................................. ...........................................................................

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Supplement 10. Message from a person who is leaving

Please feed my pet every second day.

I left the dough for pancakes on the windowsill.

Please return my book to the library, it is on the table.

Please don't forget to water my flowers every day.

Please pay for my loan in the bank. Money is in the kitchen, on the fridge.

Can you visit my house once a week, and check if everything is okay.

Write me a long letter.

Don't forget me; call as often as you can.

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Supplement 11. Octopus of friendship

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References used in the booklet 1. Gyvenimo įgūdžių ugdymas. Pradinės klasės. 2 – oji pataisyta laida. Parengė: Bulotaitė L., Gudžinskienė V., Rugevičienė O. – Vilnius: Švietimo ri mokslo ministerijos Švietimo aprūpinimo centras, 2004. 2. Gyvenimo įgūdžių ugdymas. V – VIII klasės. 2 – oji pataisyta laida. Parengė: Bulotaitė L., Davidavičienė A., Gudžinskienė V. – Vilnius: Švietimo ir mokslo ministerijos Švietimo aprūpinimo centras, 2005. 3. Kjaergaard E., Martinienė R. Penki sveikinimai demokratijai. – Vilnius: Garnelis, 1998. 4. Letukienė N., Deveikis L. Žmogaus teisių mokymas(is) vidurinėje mokykloje. Vilnius: Lietuvos žmogaus teisių centras, 1999. 5. Mewaldt A., Gailius Ž. Praktinis vadovas jaunimo lyderiams. – Vilnius: Lietuvos jaunimo organizacijų taryba, 1997. 6. Mikalauskas J., Salialionytė I., Salickas K. Projektas “3P”. Parodyti, padrąsinti, padaryti. Patirtis, metodai, rekomendacijos. – Vilnius: Tabula rasa, 2005. 7. Visaverčio bendravimo programa. Moksleivio sąsiuvinis. JTVP – ŠMM, 2001. 8. Žvilgsnis į ateitį. – Vilnius: Atviros Lietuvos fondas programa “Karjera”. Kaunas, 1998. 9. T-Kit on Intercultural Learning. – Europos Taryba ir Europos Komisija, 2000. 10. Брандер П., Оливейра Б., Ондрачкова Я. и др. Компас. Пособие по образованию в области прав человека с участием молодежи. Council of Europe Publishing, 2002. 11. Материалы по образованию в области прав человека в школах//Обучающий семинар для учителей и молодежных работников Латвии, Эстонии и Литвы “ Права человека для детей посредством искусства и творчества”. Юрмала, Латвия. Март, 2006. 12. Lietuvos Respublikos Vaiko Teisių Apsaugos Kontrolieriaus Įstaiga//prieiga per internetą: http://vaikams.lrs.lt/; prisijungimo laikas: 2007-02-23. 13. Žmogaus teisių ir laisvių garantijos//prieiga per internetą: http://www.manoteises.lt/index.php? lang=1&sid=470&PHPSESSID=4f1f60078992a67e35a20a3ac83ea1f1; prisijungimo laikas: 2007-02-23.

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