Facilitator’s Guide
Table of Contents Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Foreword Violence Against Women and Girls . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Section I What Is BREAKAWAY All About? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Section II Before You Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Section III How to Use This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Section IV General Tips for Leading Group Discussions . . . . . . . . . . . . . . . . . . . . .
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SECTION V Playbooks 1-13: Learning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Playbook 1 Going Out for the Team . . . . . . . . . . . . . . . . . . . . . . . . . 12 Playbook 2 Practice Makes Perfect . . . . . . . . . . . . . . . . . . . . . . . . .
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Playbook 3 Best Foot Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Playbook 4 Against All Odds . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Playbook 5 The Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Playbook 6 Ugly Rumors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Playbook 7 A Team Torn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Playbook 8 The Initiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Playbook 9 Be Careful What You Wish For . . . . . . . . . . . . . . . . . . . . . . 64 Playbook 10 Back to Square One . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Playbook 11 Out of Sight, Out of Mind – Out of Control . . . . . . . . . . . . . . . . 77 Playbook 12 Choosing Sides . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Playbook 13 Breaking Away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Section VI Supplemental Activity Sheets Instructions for the Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Activity Sheets for Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Section VII Character Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Table of Contents continued ... Section VIII Tips for Using the BREAKAWAY Game . . . . . . . . . . . . . . . . . . . . . . . . 124 Section IX Tell Us Your Thoughts/Assessment Tool . . . . . . . . . . . . . . . . . . . . . . . 127 Appendix I “Wheels” Adapted from the Power and Control Wheel Model . . . . . . . . . . . . . Power and Control Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teen Power and Control Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . Equality Wheel for Teens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
129 130 131 132
Appendix 2 3 D’s of Bystander Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Appendix 3 Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Appendix 4 FAQs About Gender Equality and Gender Equity – Gender-Based Violence – The Ecological Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Annex A Violence and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Annex A-1 Possible Warning Signs of an Unhealthy Relationship . . . . . . . . . . . . . . . . . 142 Annex A-2 Restorative Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Annex A-3 What Do I Do When a Youth Discloses Abuse or Reveals a Behavior or Situation that I Feel Requires Assistance or Intervention? . . . . . . . . . . . . . 144 Annex B Seeking Assistance for Abuse – Help Resources . . . . . . . . . . . . . . . . . . . 148 Annex C When Children Face Violence – What Children Need – Positive Youth Development . . . 150
Acknowledgments A number of individuals contributed to the development of the BREAKAWAY Facilitator’s Guide. Champlain College’s Laurel Bongiorno and Wendi Stein of Population Media Center (PMC) led this collaborative effort under the overall guidance of Leyla Sharafi, Technical Specialist, Gender, Human Rights and Culture Branch, of the United Nations Population Fund (UNFPA) Technical Division. Valuable contributions were made throughout the process by: Julianne Bond and Sarah Jerger of the Emergent Media Center at Champlain College (EMC), Kriss Barker and Melissa Montemagni of PMC. Grateful thanks go to our colleagues for their vital input as gender-based violence experts: Upala Devi, UNFPA, Gender, Human Rights and Culture Branch; Bethany Pombar, Vermont Network Against Domestic and Sexual Violence (USA), Stephen McArthur, Circle (Vermont, USA); and Tony Moulton, H.O.P. E. Works (Vermont, USA). We would also like to thank our colleagues at UNICEF for their valuable guidance in developing this Guide. We acknowledge the contributions to research and pretesting by PMC’s Director of Research Scott Connolly with the assistance of Cecelia Angelone of PMC and EMC students Daniel Burchett, David Stiller, and the Champlain College Early Childhood/Elementary Education Majors in EDU 250 (Fall 2011). Special thanks to Vermont-based mentors and youth who participated in draft reviews of the guide and focus group testing: Jeff O’Hara, Hinesburg Community School; Jeff Thompson and Kevin Cherry, Boys and Girls Club (Winooski); Laura Halfpenny, Greater Burlington YMCA; Bethany Silva and Annie O’Neill, King Street Youth Center; and Devan Walsh and William Andrews, Winooski Middle School. Valuable contributions of the following people are also acknowledged: Lauren Nishikawa, Creative Project Manager at the EMC and her student teams—Ethan Akey, Robert Ashcraft, David Ferro, Taylor Hadden, Philip Holland, Jacob Jackson, Matthew Jordan, Sam Rainville, and Adam Reed for complementary and/or supplemental work on the BREAKAWAY game; Susan Alden, Allyson Baker, Mariana Herrera, and Cora Lozinschi, for layout and graphic design; and Brittany Oxier for proofreading. We gratefully acknowledge Aminata Touré of UNFPA, Ann DeMarle of EMC, and William N. Ryerson of PMC, as the champions of the BREAKAWAY project. Lastly, we wish to thank the original developers of the BREAKAWAY game (http://breakawaygame.com/team.php).
For more information, contact: Leyla Sharafi Technical Specialist, Gender – GHRCB/TD United Nations Population Fund New York City, New York USA + 1 (212) 297-5000 sharafi@unfpa.org
Ann DeMarle Director Emergent Media Center Champlain College Burlington, Vermont USA +1 (802) 865-6404 demarle@champlain.edu
Wendi Stein Senior Program Associate Population Media Center Shelburne, Vermont USA + 1 (802) 985-8156 stein@populationmedia.org
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Section IV
General Tips for Leading Group Discussions
Note to the Facilitator: First, choose discussion questions appropriate for your group. The suggested discussion questions are at two levels, with some provided specifically for more mature youth.
1. Set an agenda: Write what you plan to do on a large sheet of paper or on a chalkboard. Review it before you start your session. Ask if there are any questions or suggestions.
Why? People feel safe and comfortable when they know what is coming, and they may be more willing to join in when they have input into the agenda.
2. Create group guidelines: Ask the group what rules they want everyone to follow. These should allow everyone to feel safe, respected, and involved. When you have a list, ask everyone to agree on it.
Why? People feel safer when they know what is expected and that everyone is willing to follow the same rules.
3. Help everyone participate: Do activities in small groups (approximately 4 - 6 people) so that more people have a chance to speak. Some people won’t speak in large groups. In large groups, be careful not to let a few people do all the talking. If that happens, use a “talking stick,” an object that can be passed around the group and only the person holding it can speak.
Why? This shows that everyone has something to contribute and is worthy of respect.
4. Use energizers: These are short, fun activities that change the pace and get people moving. 5. Evaluate the activity: At the end of the activity, ask the participants what they liked about the activity and what they would do differently next time. Then, change it accordingly.
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Section V
Playbooks 1-13: Learning Activities
Learning Goals For facilitator’s use.
Group Activities Plan approximately 30 minutes.
Talking Together Plan approximately 20 – 30 minutes.
Recommended Activity Sheets For facilitator use based on ages and interests of youth.
Story Summaries with Images from Game Time should be provided according to the participants’ developmental level, group size, and familiarity of the youth with BREAKAWAY. Time can range from 5 to 30 minutes.
Issue Callouts For facilitator’s use.
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Playbook 1
Going Out for the Team
PL
AYBOOK
1
Learning Goals 1. Participants will identify issues of Violence Against Women and Girls within this episode. 2. Participants will identify Tal’s negative behaviors such as bullying Zak and patronizing Hanna.
Group Activity Play Football! Materials Needed: One football 1. Have youth sit in a circle outside. 2. Go around the circle; each person alternates saying, “football team” and “bench” as they go around, dividing into two groups. 3. The “bench” group sits to the side of the pitch. The “football team” group plays football for ten minutes. 4. Next, sit in a circle. Explain that the bench group was the “girls” and the football team was the “boys.” The “bench” group was excluded from play because they were girls. 5. Follow-Up: Ask how the bench group felt about sitting out. How was this situation unfair? 6. Let everyone play a game of football together as long as time will allow.
Talking Together Before the discussion, spend some time reviewing the Episode 1 story together. Suggestions for story review are found just above the story summary. Questions for discussion: 1. Has anyone ever talked down to you or excluded you from an activity simply because you are a boy or girl? Explain. 2. Put yourself in Hanna’s place. How do you think she would want to be treated? 3. Is Tal keeping Hanna safe? What’s really happening?
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Talking Together continued Questions for more mature participants: a. Have you ever felt singled out for being different in some way? Explain.
b. There are also messages from Tal to Zak in this episode. What are they? And what are we led to believe about Tal’s beliefs?
Note to the Facilitator: The first discussion question is focused on gender equity, the opportunity for a person to participate in society and not be excluded based on gender. For more information, see Appendix 4 about Gender Equality and Gender Equity.
Recommended Activity Sheet Football Character Cards (Section VI)
Story Summary Story Review Suggestions: • Read the story summary • Tell the story using the pictures provided • Prompt the youth to retell the story
• Go through the narrative using the “Facilitator’s Edition” of the game to retell the story • Assign characters to various participants and act out the story as a group
At the start of the story, you and your friend Zak are at school. The school day has ended. Zak is excited because football (soccer) tryouts are today! He’s been a striker on the team for three years. This will be the first time you try out for the team. Zak asks if you’re nervous. You and Zak go to the football pitch. Zak introduces you to Tal, the team captain. Tal says he hopes that you and Zak are ready for the tryouts because it’s going to be a tough year. 1.1 The Coach arrives and the tryouts begin. Coach has you handle (dribble) the ball. Afterward, Tal says to you, “You do have talent. The question is, do you have what it takes to make it to the championships?” Next, Coach has you pass the ball. He reminds everyone that the game of football is about teamwork. 1.2 Coach says, “You must be able to give up control of the ball to a teammate who is in a better position to help the team score. This exercise is about trust.” 1
Issue Callouts 1 TRUST and SUPPORT: Trusting and supporting your teammates is important in football. It’s essential for building healthy relationships on and off the pitch. Teen Equality Wheel www.breakawaygame.com • BREAKAWAY Facilitator’s Guide
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Story Summary continued
1
Your younger sister, Hanna, is excited for you. She comes to the sidelines to cheer you on. 1.3 By now you’ve done some trials and have one more to do – scoring. When the trials are done, Coach goes off to select the team members. While you are waiting to see if you made the team, Tal says he’s impressed with you, “Looks like you didn’t make an idiot of yourself. Ready to win the championships?” Zak says, “It doesn’t always have to be about winning, Tal.” Tal replies, “Funny… That’s exactly what losers say.” 2 While you are waiting, Hanna runs up to you. “You were awesome! You have to make the team! I just know it!” Tal wants to know who she is. If you choose to introduce her, Hanna tells Tal that it is nice to meet him and she tells Zak that he was awesome too. Tal says to Hanna, “Look, the field [pitch] isn’t a place for girls. Run on home before you hurt yourself.” 3 A moment later Tal tells you, “Seriously, I don’t want to see your little cheerleader around here anymore. This is a man’s sport.” 4, 5 1.4 Coach returns. He says he needs some more time to select the best players for the team. He tells everyone to come back in two days when he’ll have the final team roster ready. Episode 1 ends in suspense. Will you make the team?
2 ANGER/EMOTIONAL ABUSE: In essence, Tal is calling Zak a loser. He’s putting Zak down. Teen Power and Control Wheel 3 PATRONIZING; USING ISOLATION: Tal is talking down to Hanna – patronizing her, but masks this in kindness. He implies that he is concerned for her welfare. Tal is also trying to control what she does. Power and Control Wheel 4 USING MALE PRIVILEGE: In Tal’s world (his belief system), girls shouldn’t be allowed to play football or even be on the pitch. He’s the one defining boys’ and girls’ roles. Power and Control Wheel 5 GENDER DISCRIMINATION: A situation where a person is denied an opportunity or misjudged solely on the basis of their sex.
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Images from the Game
1
1.1 (From L to R) Tal and Zak
1.2 (From L to R) Tal and Coach
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Images from the Game
1.3 (From L to R) Hanna and Zak
1.4 Tal
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Section VI
Supplemental Activity Sheets Instructions for the Facilitator TIVI T Y AC
1 SH ET E
TIVI T Y AC
2 SH ET E
Football Character Cards Read Tal and Zak’s Character Cards. Now, create your own football Character Card for YOUR game player in the blank card provided. Materials Needed • Copies of activity sheet for each participant • Drawing Tools: Pencils, Pens, Markers, etc. • Scissors
Football Rap Either alone or with a partner, write the words to a rap song using the words in the box. Materials Needed • Copies of activity sheet for each participant • Drawing Tools: Pencils, Pens, Markers, etc. Activity Extensions The group can create or use existing musical instruments to accompany the songs.
TIVI T Y AC
3 SH ET E
Equality Drawings Draw four jobs a girl or woman can do such as a doctor, nurse, shopkeeper, football player, teacher, firefighter, police officer, or basketball player. Materials Needed • Copies of activity sheet for each participant • Drawing Tools: Pencils, Pens, Markers, etc. Activity Extensions Set up an “art gallery” around the room so participants can walk around and see the drawings. Have the “artists” available by the drawings to answer any questions.
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NARROW-MINDED SHORT-TEMPERED MANIPULATIVE
FAIR
OPTIMISTIC
COMPETITIVE
PERSONALITY & CHARACTER TRAITS
RESPECTFUL
ENCOURAGING
Passing Shooting Handling Defending
Position
Position
5 4 3 2
CENTER STRIKER
LEFT STRIKER SKILLS
Name
Name
Total
TAL
ZAK
PERSONALITY & CHARACTER TRAITS
Passing Shooting Handling Defending
SKILLS
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4 5 1 2
Total
Position
PERSONALITY & CHARACTER TRAITS
Passing Shooting Handling Defending
SKILLS
Name
Read Tal and Zak’s Character Cards. Now, create your own football Character Card for YOUR game player in the blank card provided.
Football Character Cards
Total
SH ET E
1
TIVI T Y AC
TIVI T Y AC
Football Rap
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Either alone or with a partner, write the words to a rap song using the words in the box.
Football
Pitch
Kick
Play
Girl
2 SH ET E
Fair
Character Clues
TIVI T Y AC www.breakawaygame.com
Name the BREAKAWAY teammate by the clues given:
4 SH ET E
A. 1. 2. 3. 4.
CLUES This This This This
character is a good football player. character believes Raina should get to play on the team. character supports girls as football teammates. is a female character.
Who is it? B. 1. 2. 3. 4.
This This This This
CLUES character is a good football player. character believes Raina should get to play on the team. character supports girls as football teammates. is a male character.
Who is it? C. 1. 2. 3. 4.
This This This This
CLUES character believes Raina should get to play on the team. character supports girls as football teammates. character is learning to play football and supports the team. is a female character.
Who is it? D. 1. 2. 3. 4.
This This This This
CLUES character is a good football player. character wants Raina off the team. character believes girls should not play football. is a male character.
Who is it? CREATE YOUR OWN CLUES: 1. 2. 3. 4.
Who is it?
Word Scramble
TIVI T Y AC www.breakawaygame.com
Unscramble the words, and place each letter in the boxes.
5 SH ET E
SIITOPEV
GNOTIOENAIT
SESNAFIR
PSREETC
FAIFMR
PSOPUTR
YOSHENT
STLPREOPNLSIBT
LIVNTNOONE
Opposites
TIVI T Y AC www.breakawaygame.com
Draw an arrow from the negative choice to the opposite positive choice.
6 SH ET E
Harm Others
Treat girls respectfully
Take Raina’s diary
Girls and boys have the opportunity to play
Treat girls like servants
Treat others fairly
Tell others Raina can’t handle pressure
Join teammates who support Raina
Join Tal in getting Raina off the team
Let Raina or Hanna play football
Ban girls from football
Respect Raina’s personal property
Do not let Raina or Hanna play football
Tell the truth
Once you have drawn arrows for each part of the story, draw your own opposite in the box below. If you find out something personal about someone, how can you use it in a positive way? Draw a picture of a positive action. For example, if you found out that because of financial difficulties, Raina and her brother are living with their aunt, maybe you could invite them to spend the afternoon at your house to play.
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Draw a way or ways that Raina stands up to Tal or a constructive way she could stand up to Tal.
Raina Stands Up to Tal
SH ET E
8
TIVI T Y AC
by:
Comic Strip
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Within the comic strip, draw a time, either from BREAKAWAY or from your real life, when someone stood up to a bully. Sign your name in the first frame of the comic strip.
Standing Up to a Bully
SH ET E
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TIVI T Y AC
TIVI T Y AC
BREAKAWAY Storyteller
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In the blank spaces provided, write an action or something you would say in response to the situation with the same number from the BREAKAWAY game story. Assemble the storyteller as instructed. Share the storytellers in pairs.
It should now look like this.
Flip paper over and fold all the corners into the center again.
It should now look like this.
Fold it in half as pictured above.
SH ET E
Place your fingers under all four flaps to move back and forth.
RUMORS ARE SPREADING
2
1
Text side down, fold the corners into the center.
RAINA JOINS THE TEAM
Trim the paper with scissors on the dotted line.
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TAL COMMANDS HANNA
TAL TRIPS HANNA
8
3
4
7 6
RAINA HAS A SECRET RAINA’S GEAR IS KICKED AROUND
HANNA WANTS TO PLAY RAINA’S DIARY IS STOLEN
5
Position
PERSONALITY & CHARACTER TRAITS
Passing Shooting Handling Defending
SKILLS
STRIKER
Name
SAMUEL ETO’O
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5 4 3 2
Total
Position
PERSONALITY & CHARACTER TRAITS
Passing Shooting Handling Defending
SKILLS
Name
Total
Position
PERSONALITY & CHARACTER TRAITS
Passing Shooting Handling Defending
SKILLS
Name
Using Samuel Eto’o’s card as an example, create cards for Raina and your favorite football player from real life (either a male or female player).
Football Cards
Total
SH ET E
12
TIVI T Y AC
R E S P E C T
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How can you respect women and girls? Add your ideas here. Then, put this somewhere that will remind you of your good ideas. Your ideas should start with the first letters...
R.E.S.P.E.C.T. Acrostic Poem
SH ET E
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TIVI T Y AC
Section VII
Character Profiles
YOU: The main character
Zak is the left forward on the
Tal is the captain and
of BREAKAWAY is YOU! You play as a boy hoping to join the local football team. The story is told from the first person perspective, so you never see yourself on-screen. Other characters will refer to you by the name you choose at the start of the game.
team and a long-time friend of the player character. He is skilled on the football field, but also intelligent and caring towards other team members. Zak focuses on supporting and doing the right thing for his friends.
center striker for the team. He impresses the team with his passion and athletic talent for football. However, his pride makes him highly competitive and often short-tempered. Tal will do anything to stay captain and get the team to the championships.
Raina is a new girl in town
Hanna is the player character’s younger sister and a big fan of the football team. She is polite and shy in public, but can become very excited and cheerful around her close friends (Zak and Raina). Hanna is younger than the other characters and easily influenced by them.
Coach is the authority figure in charge of the football team. He does not intervene in the social situations and arguments that occur between team members, except when major conflicts carry over onto the field.
who quickly replaces a departing team member as the right forward on the team. She is respectful of others and tries to be friendly, but she is also strong willed and outspoken when she thinks that someone else is being rude or hurtful.
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Annex C
When Children Face Violence – What Children Need – Positive Youth Development 1. WHEN CHILDREN FACE VIOLENCE Key points from the article “Children’s Exposure to Violence – Community Violence, Domestic Violence – General Effects” have been excerpted and provided below.1 1.1 Effects 1.1.1 General Effects Children’s experience with violence has been linked to a variety of negative outcomes, one of particular importance being children’s school adaptation and academic success. Community violence also has an impact on many children.… Whereas attempts are made to keep child abuse and interparental aggression private and secret, community violence is discussed widely…. Thus, even children who do not directly observe community violence often have knowledge of violent events within their community or hear repeated accounts of a specific incident, and may form their own mental imagery of the violence…. Exposure to violence (i.e. children’s experience as either targets or witnesses to violence) affects children’s views of the world and themselves, their ideas about the meaning and purpose of life, their expectations for future happiness, and their moral development. Violence exposure rarely occurs only once or only in one form. Violence exposure often goes hand in hand with numerous other adverse life experiences. Children living with violence typically experience other stressors such as poverty, neglect, poor nutrition, overcrowding, substance abuse, lack of adequate medical care, parents’ unemployment, and parents’ psychopathology. Exposure to violence early rather than later in development may be more detrimental. 1.1.2 Cognitive Effects Researchers have linked exposure to chronic abuse and violence with lower IQ scores, poorer language skills, decrements in visual-motor integration skills and problems with attention and memory. Children who have difficulty with attention and memory may not be sensitive to important social cues and expectations, and thus find themselves struggling with school rules, peer relationships, and classroom instructions.
To view the full article, go to: <a href=”http://education.stateuniversity.com/pages/2531/Violence-Children-sExposure.html”>Children’s Exposure to Violence - Community Violence, Domestic Violence - GENERAL EFFECTS</a> 1
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1.1.3 Emotional Effects Studies have shown that both witnessing and/or being a victim of community violence may put children at risk for increased anxiety and depressive symptoms. Violence-exposed children have been rated by teachers and parents as less “ready to learn,” less competent in school, and more likely to repeat grades. Research has shown that children use both behavioral distraction and attentional disengagement to cope with uncontrollable stress and reduce anxiety…. Some children will cope with the emotional toll of violence exposure by isolating themselves and withdrawing from the environment, other children will use behavioral distraction to cope with overwhelming negative emotions. Both coping strategies can create problems in the classroom and on the playground. 1.1.4 Behavioral and Social Effects Children exposed to adult violence … may learn from these adults that aggressive behavior is a viable problem-solving option, and that physical aggression in close relationships is normal. Researchers have observed that exposure to violence is related to difficulties regulating anger, frustration, and other negative feelings, as well as deficits in understanding and experiencing empathy for the feelings of others. Violence-exposed children have been found to be less interpersonally sensitive and attentive to social cues, less competent at social perspective taking, less able to identify others’ emotional expressions and to understand complex social roles. 1.2 Long-term Consequences of Violence Exposure The impact of violence exposure can go beyond the period of exposure and the immediate aftermath, affecting some individuals into adulthood. It is important to recognize, however, that the damaging effects of violence exposure are not inevitable. Researchers have identified a host of protective factors 2 that can buffer the detrimental effects of adverse life events, such as violence exposure. Among these factors are the presence of supportive adults in children’s lives, scholastic competence, and realistic educational and vocational plans. 1.3 Conclusion It is important for professionals working with children to continue to search for ways to reduce violence exposure and to intervene effectively to keep violence-exposed children on a pro-social track. Because children’s reactions to violence exposure may be present as common emotional or behavioral symptoms, violence exposure may be overlooked as the underlying problem. From treatment and policy perspectives, it is critical that the assessment of children routinely evaluates for both family and community violence. 2
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2. WHAT CHILDREN NEED A UNICEF report examines some of the underlying causes of domestic violence and the impact on children exposed to it. 3 Below the key needs – how children can be better protected from the effects of domestic violence and supported in healing following exposure – are excerpted from the report: ••Children need a safe and secure home environment. ••Children need to know that there are adults who will listen to them, believe them, and shelter them. ••Children need a sense of routine and normalcy. ••Children need support services to meet their needs. ••Children need to learn that domestic violence is wrong and learn non-violent methods of resolving conflicts. ••Children need adults to speak out and break the silence.
2.1 Recommended Reading and Resources Two websites are recommended for further insight for parents and adults about violence and its impact on children: ••National Center for Children Exposed to Violence and their survey: http://www.nccev.org/violence/index.html ••Safe Start Center: http://www.safestartcenter.org/
3. POSITIVE YOUTH DEVELOPMENT 3.1 Positive Youth Development and the “Five Cs” Positive youth development approach enhances adolescent development and helps youth reach their full potential. This approach recognizes that all adolescents have strengths, and that children and youth will develop in positive ways when these strengths are aligned with resources for healthy development in the various settings in which adolescents live and interact.4 The approach addresses the broad range of their social, moral, emotional, physical, and cognitive competencies. Within the field of positive development, the International Youth Foundation’s “Five Cs” provides a model of desired outcomes. 5
To see the full descriptions of the key needs and the entire report entitled Behind Closed Doors: The Impact of Domestic Violence on Children, go to http://www.unicef.org/protection/files/BehindClosedDoors.pdf 4 What Works in Youth Participation: Case Studies from Around the World accessed at: http://www.iyfnet.org/sites/ default/files/WW_Youth_Participation.pdf 5 What Works in Youth Participation: Case Studies from Around the World accessed at: http://www.iyfnet.org/sites/ default/files/WW_Youth_Participation.pdf 3
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The Five Cs
Character
Youth acquire a sense of responsibility and accountability, the ability to thrive despite adversity.
Confidence
Young people develop a sense of self-worth based on their ability to make choices and take the initiative.
Connection
Young people develop a positive sense of belonging to their community, to caring adults, and to their peers.
Competence
Youth are enabled to master sound educational and vocational skills to earn a living.
Contribution
Youth become civically minded and wish to contribute their time, ideas, and talents to better their communities.
3.2 Key Principles to Positive Youth Development Key principles to positive youth development as identified on the FindYouthInfo.gov website6: ••Positive youth development is an intentional process. It is about being proactive to promote protective factors in young people. ••Positive youth development complements efforts to prevent risky behaviors and attitudes in youth, and complements efforts that work to address negative behaviors. ••Youth assets are both acknowledged and employed through positive youth development. All youth have the capacity for positive growth and development. ••Positive youth development enables youth to thrive and flourish in their teen years, and prepares them for a healthy, happy and safe adulthood. ••Positive youth development involves youth as active agents. Adults may set the structure, but youth are not just the recipients of services. Youth are valued and are encouraged to bring their assets to the table. Adults and youth work in partnership. ••Youth leadership development is a part of positive youth development, but youth aren’t required to lead. Youth can attend, actively participate, contribute, or lead through positive youth development activities. ••Positive youth development involves civic involvement and civic engagement—youth contribute through service to their communities. ••Positive youth development involves and engages every element of the community— schools, homes, community members, and others. Young people are valued through this process. Positive youth development is an investment that the community makes in young people. Youth and adults work together to frame the solutions. 6
Key principles to positive youth development were accessed at: http://findyouthinfo.gov/topic_pyd_principles.shtml www.breakawaygame.com • BREAKAWAY Facilitator’s Guide
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