T-KIT for youth workers

11. TOOLKIT 11.1 A SYSTEMIC APPROACH...

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he phenomena of cyberbullying it is often or almost exclusively dealt with from the point of view of information on the forms it can take or starting from the consequences it has had on the lives of the very young victims, of which we come to know through the media, when it is too late. Among the forms of bullying, what passes through cyberspace is more latent and fleeting to the possibilities of intervention and support that society can activate. A physical sign of violence can be visible and readable from people closer to the victim: family, friends and school. It unleashes reactions and active alerts, meanwhile the actions that happen online are hard to notice, and if they are, they are not considered serious enough (because usually they have no physical repercussions) to activate a protective system and collective support, allowing it sometimes to gradually have a definitive impact on the lives of those who suffer. The motivation for a lack of intervention in schools, except through the tool of awareness with information, is often a necessary choice for the awareness of the fragility of any approach that is not systemic and therefore structured and involves a whole range of actors such as family, class group, friends and peers outside the school, as well as the legislative instruments. Instruments that are available to the referential person for cyberbullying are not always available and that often goes beyond the boundaries of the proper mandate and the possibility of real intervention.

However, there are synergies and methods of intervention that often see external educators and facilitators (in Europe youth worker) build pathways with schools and teachers and functional synergies to prevent and combat the phenomenon, while using global collective communication tools, it takes interventions that have to be locally constructed and implemented to be effective. The same concept of virtuality should be reconsidered in the case of cyberbullying, because the social reference world of adolescents is limited and therefore the impact, even a small one, can be all-encompassing on the life of the victim.

If you then broaden your vision and abandon the search for the cyberbully, to get to the reconstruction of the conditions and reasons that moved him, it might not be so strange to find that he himself has been a victim of bullying. The choice of schools in which to intervene with this method of intervention will therefore be based on the existence of these conditions and the availability of its internal resources (teachers) to interface with the proposed activities, so that when cases emerge, the students can have a safety net to be

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11. TOOLKIT entrusted with a treatment that goes beyond the limits of the intervention proposed in this guide and the European project from which it derives.

11.2 THE EDUCATIVE APPROACH INVOLVED IN THE IMPLEMENTATION OF THE ACTIVITIES IN SCHOOL...

The intervention method proposed by the ON LIVE project focuses on tackling the problem of cyberbullying going directly to the source, or among the young people who are most involved, proposing non-formal education activities that can pass along information, stimulating the analysis of their context of reference and increase their awareness, in order to increase their tools for proactive adoption of behaviours that limit the spread of, or even contribute to countering the abuse.

The educational approach adopted for the structure of the interventions is that of non-formal education. Quoting from the definition of UNESCO in 1997, non-formal education can be defined as any organized and sustained educational activities that do not correspond to the definition of formal education. Non-formal education can take place both within and outside of educational institutions. Based on country contexts, it may cover educational programs for adult literacy, basic education, out-of-school children, life-skills, work-skills, and general culture. Non-formal education programs do not necessarily follow the “ladder” system and may have differing durations and may or may not have certification of the learning achieved.

The methodological context from which the activities studied for the workshops at schools and for the traning pathway for peer educators are derived stemms from active methodology.

The active methodology is based on learning by doing, experimenting situations or activities meant to encourage individual and group reflection, and of the individual in/within the group.

In a process of human growth towards the increasing self-awareness, the active methodology allows the participants to learn about themselves. A process based on the interaction with the group through a continuous input and feedback exchange. The participant is thus not “an empty box” using the training to get full of contents; but s/he assumes an active role for him/herself and for the other people involved. Every proposed activity (simulations, games, knowledge games, sharing in small groups…) mainly aims at building, together with the participants, an experience that can become an idea, a metaphorical bridge towards new activities and future experiences, keeping on growing and exploring. The active methodology refers to the development of the human being, as a process without a specific age span but as a continued evolution, based on lifelong learning.

11.3 FACILITATION AND VALUE OF CO-LEADING...

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ithin a context of active methodology, the facilitator has at his disposal a wide range of more or less structured didactic tools; We can cite the work in small groups for discussion and comparison with personal experiences, the frontal lesson for orientation and specific information as well as for the management of moments of plenary meeting, case studies for the study of specific situations on the basis of experiences really lived by other young people, role-play and simulations to provoke identification processes in plausible situations which, by analogy, can increase awareness of personal resources and limits in different contexts, movement and activation exercises (energizers) and creative activities which stimulate the use of other communicative codes besides words and enrich the quality of the information available to the group.

The common experience of the group of participants is represented by the activities that are proposed and that act as a stimulus for the participant to reflect on their reactions, on their way of relating to others and the topic addressed, collecting, through sharing, also the reflections of other participants. In this case, the circulation of the points for reflection is facilitated, supporting, if necessary, their systematization and abstraction in terms of analysis.

In this way, abstraction allows participants to grasp those elements that are useful for their learning, for the deepening of the theme and for the greater awareness that follows from it. The action in this case goes beyond the confines of the intervention and represents the conscious choice that the participant will decide to make of what he has learned during the proposed intervention, when certain dynamics should arise again. The training environment proposed aims to create atmospheres and conditions of trust, where there are nonviolent, non-competitive attitudes, where one does not judge and where one asks everyone, even in different roles, to become aware of what he is feeling without feelings of guilt or fear. The activities will therefore be carried out in such a way, in the absence of judgement, starting from the trust that is given to each person, starting from respect for every opinion or emotion; the reactions and the consequent responses, individual or group, do not generate judgements, but become the object of careful evaluation, of listening, of respect, of self-evaluation.

One methodological choice of the ON LIVE project, both because of the sensitivity of the topic and because of the extremely structured environment in which it operates, is that of co-conduction, an aspect that is the subject of international mobility that has gone to compose 3 international teams dedicated to carrying out the activities. The advice of this guide is therefore to follow up this methodological and operational approach when preparing to implement the ON LIVE method of intervention.

The choice of co-leading is undoubtedly more wasteful in terms of energy and time dedicated to preparation, but we believe that, together with the need to build a basis for intervention at the systemic level that can accommodate the effects and follow up support, it can bring multiple benefits such as: • To share a single common objective, sharing roles and responsibilities. • Perform an observation role of the group in parallel with the management of the activity.

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11. TOOLKIT • Focusing energies on adapting activities as new needs and interests arise to be explored by the group.

• Encourage the attention of the participants through an alternation of voices in the conduction.

• Provide individual support in the event of a crisis, while maintaining the focus on the group.

• Enhance gender diversity in the management team.

• Enhance the diversity of skills and styles within the management team.

Attention must therefore be paid to the construction of the management team by enhancing, where possible, the characteristics of individuals beyond the educational or training background of individuals, but noting the areas of competence as: • Communication • Creativity • Organization • Motivation • Proactivity • Conflict management • Feedback skills • Positivity • Reliability • Reflexivity

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12. INTERVENTION STRUCTURE FOR WORKSHOPS

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he facilitation team will work with class groups of students between the ages of 14 and 15. In this guide we have identified and suggested activities (toolkits), organized and described so as to be effectively applied, adapted and customized according to the characteristics of the participants with whom we are interacting and based on the situation that the ON LIVE questionnaire on cyberbullying will return to the facilitators/ conductors of this process, also through the reading of the analysis matrix and to a whole series of evaluations carried out on the class group coming from the teachers involved in the process. This chapter will consider different elements useful to the team to prepare, bringing their reflection on the aspect of the choice and development of the activities to be proposed on the basis of considerations related to: • Critical elements indicated or not by the ON LIVE questionnaire on the possibility of the existence of cyberbullying activities in the social environment of the people involved in the class group, or even persistent within the class group itself.

• Elements linked to the analysis of the previous knowledge of the group and its members by the reference teachers • Elements linked to the competences of the facilitator group such as professional and experiential background and complementarity between them, as well as familiarity and personal propensity to use a particular technique or dynamic suggested by the intervention module.

Among the initial considerations that should guide the creation of the workshop is that these interventions were not requested by the students and that they will take place within the school environment, dimensions that need attention in their structuring. It will therefore be a guide for the development of a laboratory with the aim of raising awareness (knowledge) and countering (awareness in the choice of their behavior) cyberbullying.

Intervention carried out in a deliberately un-equipped space focused on peer learning, where reflexive experience will be promoted, an intentional attempt to grasp the ways in which actions and consequences are connected, to discover the links that connect them.

The proposed workshop environment will be based on a balanced pedagogical attention between the components of learning by doing and critical thinking, thus creating the conditions for “acting and interacting”. A listening context in which the students are the protagonists of what Dewey would define as a reflective experience, focused and guided by a common purpose in the group, reaching a conclusion and pushing in the direction of

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12. INTERVENTION STRUCTURE FOR WORKSHOPS the investigation of oneself and one’s behaviour (dictated by mental attitudes), in which one actively tries to understand and connect the content with one’s own experience and knowledge, thus contributing to the dynamic expansion of the object of confrontation in the group, cyberbullying.

A cross-laboratory method will make use of the visual matrix of comics. The humanoid characterization of subjects that will visually represent the roles and attitudes of identified cyberbullying, will be gradually replaced by the evocative cybermechanical trait in those who are most involved, involuntarily or voluntarily, up to the cyberbully. The comic book characters will not only make it easier for students to recognize possible roles in cyberbullying, but will also allow a comparison of possible interactions, especially using “non-verbal” expressions codified by the world of comics and therefore internationally understandable and close to the reference target group.

The activities suggested and studied specifically for these workshops can thus take their cue, start and/or end with the so-called “comic strips” in jargon in the field of comics, condensing and making the participants’ conclusions transmissible to the outside world.

Each workshop includes 3 different moments of activity in the same class group and the introduction and use of comics and the ON LIVE questionnaire in the first meeting. For the following 2 interventions you can choose to apply, adapt and complete the activities, being able to change the number and combination of those to be proposed, thus being able to follow the inclinations and characteristics of the group, as well as its times of reflection.

Therefore, the common structure that the workshop will follow, and which will be repeated as the implementation protocol for each of the workshops is realized, is the following: 12.1 PREPARATION...

Creation of the conditions for the proposal of workshops with schools, including the verification and possible activation, if not already present, of a systemic network of support for interventions as already discussed in the first chapters of this guide. Collection of reports on information relevant to the effective construction of the workshop(s) from the teachers responsible for the class.

12.2 INVESTIGATION...

Administration phase in the reference class of the ON LIVE questionnaire with the use of the comic book facilitator tool. Processing the data and identification of possible activities with an appropriate consideration between the results of the application of the analysis

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matrix and the reports/information from the teaching staff.

12.3 IMPLEMENTATION..

5 workshops lasting 3 meetings each (1 hour, 2 hours, 2 hours) to raise awareness and combat cyberbullying. The workshops in each country will involve 5 classes of students aged between 14 and 15 in secondary schools. The class group is estimated to be between 20 and 25 participants. The workshop will be organized on several interventions at school in the same class, in order to facilitate its integration with the teaching for a total minimum duration of 5 hours. They will be conducted by a team of 2 components; content and activities will be selected and adapted on the basis of the IO.2 intervention module.

12.4 BEFORE TO START THE WORKSHOPS....

Before proposing the administration of the questionnaire, ask for an appointment with the Headmaster and explain the aims of the project and the purpose of the questionnaire.

Clarify that the aim is to inform children about the characteristics of cyberbullying, investigate the role played by children with respect to some specific types of cyberbullying, also noting the frequency with which the phenomenon is highlighted during the school year.

Assure the Headmaster on the willingness to use the tool to better understand how the children are at school, their relationship with adults (parents, teachers, other school staff) and the strategies that they consider appropriate to combat cyberbullying. Highlight the fact that the questionnaire is anonymous and will be administered by specialised staff outside the school. Suggest that it would be appropriate to inform families that the school will be involved in the ON-LIVE project and that the questionnaire is the first useful tool to help children understand the characteristics of cyberbullying. It should be clarified that the questionnaires will be developed separately for each class and it will be possible to provide teachers with general information on the results.

Ask the Headmaster to appoint a teacher who is the Institute’s contact person for the project in order to facilitate the flow of information and organise the administration of the questionnaire in the various classes involved. The name of this person could be indicated at the end of the questionnaire to help the students who need to learn more about the topic.

After receiving authorisation from the Headmaster, set up an interview with the teacher in charge to illustrate the project and agree on a timetable for the administration of the questionnaires.

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Below are some indications to identify the most appropriate time for administration in the different classes involved.

12.5 WHEN TO PROVIDE THE QUESTIONNAIRE...

• Submit the questionnaire during times that do not coincide with the subjects that the students are more likely to prefer (Physical Education and Sports, Arts, Music…)

•

Do not submit it just before the breaks or before the end of the hour, so you can avoid the students from getting distracted and/or stop filling the questionnaire.

• Submit the questionnaire at the same time if more classes have been selected in the same school. It is not possible to submit the questionnaire for people who were absent, because their answers might be influenced by the fact that they will be talking with their classmates beforehand.

• Give priority to the hours of teachers willing to accept the study to prevent them from urging the students to complete the questionnaire quickly to be able to resume their lesson.

• Take care that students do not voluntarily extend their given time just to avoid taking lessons.

• The questionnaire should engage the class for 30 minutes at most but it is best not to urge students to conclude in any way because everyone has their own time, especially if the contents of the questionnaire directly relate to their personal experience.

12.6 FIRST INTERVENTION (1H)...

The ON LIVE questionnaire is a survey tool, an ad hoc questionnaire, aimed not only at detecting situations of latent cyberbullying, but also at accompanying students aged 14-15 to increase their awareness of often involuntary roles assumed in the propagation and implementation of cyberbullying actions. An instrument accompanied by guidelines for its administration that support its careful and considered use, as well as the treatment of any cases that emerge already in this phase, completed by a matrix of analysis of the results emerging in the micro (group) and macro (school), on which to calibrate possible interventions.

It is very important to read the questionnaire carefully before administering it and to

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12. INTERVENTION STRUCTURE FOR WORKSHOPS follow the instructions given in this section carefully. Prepare a sufficient number of photocopies (foresee two or three more copies for possible filling out errors) and distribute them to those present, inviting the students not to write anything until they are told that they can start the filling out.

Present the tool saying: “This questionnaire is administered in different schools in some European Union countries (on request you can give more information on the countries involved) and we need to know your experience with cyberbullying. We will soon read together a series of definitions that will help you to better understand the characteristics of this phenomenon.�

Read the initial instructions out loud, reassuring students about anonymity and respect for privacy. Make it clear that, if there are questions you do not want to answer, they can be left blank but it would be helpful if they could answer as many questions as possible. Highlight that it is important that each of them responds with the utmost sincerity, without talking to other comrades. Remind them to refer to the period from the beginning of the school year to the present day.

If someone asks to be able to talk about episodes of cyberbullying which occurred outside the school, tell them that they can talk about it with a reference adult (as indicated in the final part of the questionnaire) but that, within the questionnaire, they should refer only to the experiences related to the world of school. It is important to motivate them to do this by explaining to them that only in this way is it possible to organise any support interventions within the school. If someone needs clarification, they can ask questions that need simple and clear answers; when everyone is ready, invite them to write the date, school, class, gender and age in the appropriate section and, going through the desks, make sure that everyone has done so.

Read aloud the definition of cyberbullying and the eight types, if there are words or phrases that the students can not understand, you can give examples to better explain the meaning. If everyone has understood the explanations, the second page can be filled in with a single answer for each question. Explain to the pupils that they can place a mark or cross on the small square corresponding to the chosen answer. If they have any doubts about the answer to give, make it clear that there are no right or wrong answers but that they should indicate the one they feel is closest to their experience. Specify that everyone must fill in the questionnaire autonomously, avoiding talking with their peers. If necessary, go to the school to check that the students do not talk to each other during the administration.

When they have completed the second page, the pupils should be asked to read the instructions carefully before completing the following pages. Clarify that in the tables (A, B, C, D and E) it is possible to give more answers indicating what they have done in the face of certain episodes of cyberbullying and how many times it has happened since the

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beginning of the school year to date. It is important to periodically remember to refer to this time interval to make sure that the children take into account the entire period.

The final part (fourth page, section F), provides for the collection of information on what the children think should be done to help a victim of cyberbullying. This section is very important to understand their point of view about the possibilities of preventing and fighting the phenomenon; it is important to motivate them to give all the answers they consider adequate and useful for this purpose. There is no limit to the answers that can be given, but if some students have difficulty in choosing them, explain to them that it is appropriate to select those they consider most important and effective in their situation.

At the end of the administration, proceed with filling the data collection form that follows.

DATA COLLECTION MODULE (To be filled in at the end of questionnaire submission) DATE _________________ SCHOOL _______________________________________________________ CLASS ___________ NUMBER OF STUDENTS PER CLASS: ___________ NUMBER OF STUDENTS THAT WERE PRESENT DURING THE SUBMITTING OF THE QUESTIONNAIRE ___________ DO YOU THINK THAT SOME STUDENTS HAVE NOT ANSWERED SERIOUSLY TO THE QUESTIONNAIRE? YES NO IF YES, HOW MANY? ________ ARE THERE SPECIAL SITUATIONS THAT YOU BELIEVE SHOULD BE REPORTED, SUCH AS STUDENTS THAT TALKED TO EACHOTHER FOR A LONG TIME, STUDENTS WHO HAVE HAD DIFFICULTIES IN ANSWERING THE DIFFERENT QUESTIONS, INTERVENTIONS AND/OR COMMENTS BY THE CLASS TEACHER, OTHER? (PLEASE SPECIFY)________________________________________________________ Filling the questionnaire should engage the class group for about 30 minutes but it is good not to ask the students in any way to conclude because everyone needs to take their time, especially because the content of the questionnaire directly concerns their personal experience. It is up to the team to decide if they want to use the comics in this phase, producing them and sticking them on the wall while you explain the questionnai-

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12. INTERVENTION STRUCTURE FOR WORKSHOPS re. It depends on weather or not you think that it might help increase the efficacy of the submission by visualizing the roles tackled in the questionnaire or to use them to lead an introduction to the next 2 sessions.

12.7 DATA PROCESSING AND ATTENTION AREAS...

Using the data processing matrix developed by ON LIVE, it is possible to insert the results of the questionnaires and automatically obtain summary graphs that give an overall perception of the class group. Both numerical data and graphs can be good indicators for tracing a position of the management team with respect to which activities to adopt among those suggested by the toolkit. If the perception of a group, for example, is that there are cyberbullying activities, while some elements take the opposite side, it is highly probable that the denial in this case comes from the cyberbully and any of his or her helpers, as well as from the victim. It may be useful to refer to the session dedicated to the macro analysis of the data coming from the ON LIVE test survey carried out on more than 600 students in 3 countries, to acquire an analytical view of the results of the questionnaire during the first intervention, although it is worth remembering that it is a macro reading while in this case it is micro.

Other important elements of analysis come from the data collected by the teachers using the information form provided during the preparation. If the group works well together, you can choose more group activities, while a critical situation that suggests the presence of cyberbullying can make it clear it might be better to carry out more individual activities at the beginning and then move on to activities in a small group, once you know the participants involved better and there is a certain level of security that the participants are not involved in dynamics of cyberbullying amongst eachother. The modalities of participation and sharing in plenary can also change if participans have special educational needs, and the more physically dynamic activities must take into account the possible physical limitations of some members of the group.

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12.8 SECOND INTERVENTION (2H)...

The second objective of the ON LIVE workshop is to analyse together with the participants the dynamics and the effects that the various actions of cyberbullying can cause.

Through the proposed activities the students will be able to analyse: the profiles of the characters, the modalities of action, the effects they produce and how to recognize them.

The activities that have a more “practical” development, such as activities n. 2, 3 and 4 are recommended for class groups in which there is not an evident harmony, there is a feeling of shyness, the youngsters are not very inclined to dialogue and the exchange of ideas and group reflection. Less practical activities, such as activities 5 and 6, are recommended for those class groups in which it is easy to build a debate and a common reflection led by the youth worker.

12.9 THIRD INTERVENTION (2H)...

The proposed activities aim to work on a level of in-depth study, which allows each participant to arouse greater awareness of this phenomenon. During this intervention the observation and analysis by the youth worker will be very important with respect to the activities carried out in the intervention 2. Activity 7 is recommended in a class group that does not show clear references to the phenomenon, so the dramatization of an act of cyberbullying does not risk endangering a possible victim or “exalting” the potential bully, but “putting yourself in the shoes of” allows a deeper reflection that questions each child about his emotional reaction in a similar situation and at the same time it sensitizes it. Activity 8 is recommended for a close-knit class group with a good level of debate and analysis of the situation being proposed. Activity 9 is recommended in a class group that does not present particular references to the phenomenon, but which shows interest in the role of the defender or which is particularly suitable for the work of awareness and help in prevention.

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1. Thoughts, feelings and actions.

SessIoN 1

complexity

60 MIN.

15-30 pax

Introduction

In this session, students will discover the roles and characteristics that define each of the actors involved in a cyberbullying situation by relating them to their respective thoughts, actions and feelings. The aim is for the students to be able to empathize with each of the actors.

ObjecTIVES

• To make students aware of the preconceived ideas and prejudices they have about each of the roles.

• That students empathize with the different actors involved in a situation of cyberbullying.

• Discover the thoughts, actions and feelings of each of the main actors in a cyberbullying situation.

considErations

Materials

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• Definitions of the types of cyberbullying and comics that represent each of the typologies.

• Comic book characters with their thoughts, actions and feelings.

• Scissors, glue and white paper.

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. Groups of maximum 5 participants per group are formed with some group creation dynamics. (5 min.)

2. 1 or 2 roles (attached in the activity support material) are distributed to each of the groups depending on the number of groups created. (5 min.)

3. Each of the groups will have to write down, in the respective roles they have been given, what they believe each of the roles THINKS, FEELS and DOES (20 minutes) 4. Each of the groups should present their role(s) to the rest of the class. (20 minutes). You can do it the way you want (through a short theatre scene, reading it, etc....)

5. Once all the groups have made their respective presentations, the facilitators should clarify misspellings or complete the information presented by the students (10 min.).

The evaluation is carried out on the basis of the representation with the comic strips and to the extent that it comes close to reality or to the “correct definition�.

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DefenDER

I THINK

I FEEL

I DO

CYBER-BULLER I THINK

I FEEL

I DO

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12. INTERVENTION STRUCTURE FOR WORKSHOPS SUPPORTER I THINK

HELPER

I THINK

I FEEL

I DO

I FEEL

I DO

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INDIFERENT OBSERVER

I THINK

I FEEL

I DO

FRIGHTENED OBSERVER

I THINK

I FEEL

I DO

12. INTERVENTION STRUCTURE FOR WORKSHOPS

VICTIM

I THINK

I FEEL

I DO

PEER

I THINK

I FEEL

I DO

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2. Build a story

SessIoN 2

Introduction

ObjecTIVES

complexity

90-120

15-30 pax

Students will have the opportunity to create a comic book story with the pre-generated characters that are included in the support material. The aim is for students to reflect throughout history on the mechanisms that give rise to cyberbullying, to get to know and put themselves in the shoes of the different actors and to reflect on the solutions to the different types of cyberbullying.

• Reflect on the different mechanisms that give rise to a situation of cyberbullying.

• Know and empathize with the different actors involved in a cyberbullying situation.

considErations

Materials

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• Definitions of the types of cyber bullying • Characters from the comics to be cut out • Scissors, glue and white paper and colours

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. The class group is divided into small groups of no more than 4-5 people (5 min.).

2. Each group is assigned a type of cyberbullying with its corresponding written definition. At this stage, students should read the definition as a group and ask questions. The facilitator will clarify at this stage the possible doubts of the students about the different typologies.

(10 min.)

3. The students will receive a model with different types of vignettes (see support material) and the different comic characters that they can cut out and introduce to the story. With this material they should prepare a comic book story recreating real situations of the kind of cyberbullying that they have experienced. In addition to the cut-out characters, they will be able to draw anything that is missing or necessary for the story. (30 min.)

4. Presentation of the comic by each group (15 min.)

The evaluation is carried out on the basis of teamwork, the creativity of the scenes and the content of the text. Some non-formal evaluation dynamics (the target, the atoms, the corridor...) can be used.

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12. INTERVENTION STRUCTURE FOR WORKSHOPS

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3. Keyword

SessIoN 2

Introduction

ObjecTIVES

considErations

Materials

178

complexity

60 MIN.

15-30 pax

It is important for students to know in detail the characteristics that define the actors in a cyberbullying situation. This will allow you to better understand the motivations of each of them, the background they hide and how they can act in a situation of cyberbullying.

• Identify key actors in a cyberbullying situation.

• Know and understand the motivations of each of the actors in a cyberbullying situation.

• It may be useful to take into account what the learners say during the game and use this in the reflection to guide them to the correct definition of roles.

• Card with roles of actors • Posters and colours

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

1. The facilitator appoints 6 students from the class. He then invites them to hold a comic book character corresponding to each of the actors on their foreheads without looking at them.

2. The rest of the students in the class will help with gestures (that do not contain the words closely related to the actor in particular) so that the 6 students can guess the actor they have on their forehead.

3. The class group is then divided into small groups, each of which is assigned a different role.

4. Each group should write keywords around the drawing of each actor that characterize that particular actor.

5. Afterwards, each group will read aloud the words they have written together with the corresponding actor.

6. The Facilitator will clarify doubts and finally read aloud the characteristics of each of the actors.

Some non-formal evaluation dynamics can be used.

Evaluation

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4. Empty vignettes

SessIoN 2

Introduction

ObjecTIVES

complexity

60 MIN.

15-30 pax

It is important that students reflect on possible solutions to detected cases of cyberbullying and at the same time learn about the various support systems and resources that exist in schools and outside them that could be useful in helping to resolve or mitigate a situation of cyberbullying.

• Reflect on possible solutions to specific cases of cyberbullying.

• Identify types of cyberbullying.

• Know resources and support systems in case of detecting cyberbullying.

considErations

Materials

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• Comics of cyberbullying typologies.

• Blank Vignettes • White paper, erasers, scissors, colors

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

1. The class group is divided into small groups of 4-5 people. (5 min.)

2. Each group is given a comic relating to one of the 8 types of cyberbullying that exist along with a copy with several blank bullets. (2 min.)

3. Students will be asked to continue the comic they have been given using the blank vignettes in a way that reflects what they think the victim should do or what the logical next steps would be to try to find a solution to the cyberbullying situation. These vignettes can be subdivided into others or even more blank bullets can be added as needed for each group. (30 min.)

4. Each group will present their vignettes to the rest of the class (15 min.)

5. The facilitator will make a brief presentation of existing resources and systems that could be useful as support in cases of cyberbullying (see the resource section of the guide).

Some non-formal evaluation dynamics can be used.

Evaluation

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5. Mixed vignette

SessIoN 2

Introduction

ObjecTIVES

considErations

Materials

182

complexity

60 MIN.

15-30 pax

It is important for students to reflect on those actions (or inactions) that contribute to promoting or carrying out an act of cyberbullying. In this activity we will delve into the mechanism(s) involved in a situation of cyberbullying from the outset.

• To make students reflect on all the actions that contribute to the performance of an act of cyberbullying.

• Make them understand that even a small, seemingly insignificant action is involved in the persormance of a violent act.

• Avoid influencing children with their own opinions on the sticker given to the group.

• If the facilitator notices that wrong meanings have been attributed to scenes or characters, he starts a reflection with the class group.

• Vignettes with different situations • Images of the comics characters • Posters, glue and scissors

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

1. Students are divided into several groups of 4-5 people 2. They are given the vignettes of the different types cut out and mixed.

To make it a little more complicated, 2 or 3 typologies can be given to each group.

3. Groups are asked to place the comic strips in the order they think is correct to reconstruct the typology.

4. Presentation of the comics of each group 5. They are asked why they chose that order.

6. If the facilitator realizes that incorrect meanings have been attributed to the scenes or characters, begin a reflection with the class group.

The session can be evaluated based on the class group’s response

Evaluation

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6. Short play/drama

SessIoN 3

Introduction

ObjecTIVES

considErations

184

complexity

60 MIN.

20-25 pax

Dramatization is a very powerful method for students to reflect on the characters they embody by helping them to empathize with themselves and to make decisions that their own characters would make. In this way, this activity will help us to make students more aware of the different roles involved in a cyberbullying situation and will help them to “put themselves in their shoes”.

• Acquire the ability to recognize the different forms of cyberbullying • Identify the importance of the action of each actor (both positive and negative) involved

• The evaluation is carried out on the basis of dramatization if the comic strip representation comes close to reality or the “correct definition”. Some of the known dynamics of non-formal evaluation can be used.

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

Materials

1. The group is divided into small groups of 4-5 students (3min.)

2. Each group is given one of the 8 types of cyberbullying available (2 min.)

3. Each group will have about 20 minutes to prepare a short 3-5 minute skit based on the typology given.

4. Each of the groups plays a role-play for the rest of the students (25 min.)

5. A space will be opened for discussion and reflection between facilitator and learners. The facilitator will resolve doubts and correct any errors that may have been made in the representations and, if necessary, the definition of the typology and the roles of the different actors will be rectified.

The evaluation is carried out on the basis of dramatization if the comic strip representation comes close to reality or the “correct definition”.

Some of the known dynamics of non-formal evaluation can be used.

• Definitions of the types of cyber bullying • Comics characters to cut out • Scissors, glue and white paper

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7. Identity card of...

SessIoN 3

complexity

60 MIN.

15-20 pax

Students work in small groups.

Introduction

ObjecTIVES

considErations

Materials

186

• Know the characteristics of the individual actors involved in an act of cyberbullying • Reflect on the consequences that the action of cyberbullying also causes on the actors themselves.

• Avoid influencing pupils with their own opinions on the comics given to the group

• Paper cards with the “actor” characters • Paper

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. It is an activity that can be done individually, in pairs or even in small groups. The format to be used will be decided by the facilitator, depending on the characteristics of the group and the time available.

2. The facilitator distributes the sheet, attached in the support material for this activity, with the corresponding “actor� character along with a series of words relating to feelings, consequences and actions. Each group/student receives a different actor. If it is done individually or in pairs, actors can be repeated.

3. The students must choose the words associated with the actor that corresponded to them.

4. Each student, couple or group presents their actor and the words with which they have been associated.

5. After each presentation the facilitator will explain whether the words associated with the actor are correct or incorrect and give a more extensive explanation if necessary.

The session can be evaluated using some familiar informal assessment dynamics. The facilitator will highlight those aspects of the session that you wish to evaluate.

187

8. Who is “the defender”?

SessIoN 3

Introduction

ObjecTIVES

considErations

Materials

188

complexity

60 MIN.

15-20 pax

One of the key actors in mitigating or preventing cyberbullying or supporting the victim is the defender. It would therefore be appropriate to use this activity in the classes where the topic of prevention is to be discussed most (because the context allows it).

• Raise awareness and explain the importance of the defender in a situation of cyberbullying.

• Explain how the defender can act and help the victim without creating danger to himself or herself.

• Avoid influencing pupils with their own opinions on the comics given to the group

• Strip of complete vignettes • Empty vignettes where to insert the defender • Paper, scissors and glue

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. Divide the class group into small groups of 4-5 students.

2. Distribute the comics of the cyberbullying typologies among all the groups. Each group should have a different typology.

3. Students in each group will then be able to add new cartoons to the comic strip, including the role of the defender, so that they can change the storyline or the flow of the story to a possible solution. Students can add, superimpose, and alter the comic strips of the given comic.

4. Each group will present their comics to the rest of the class. The facilitator, after each presentation, will correct, explain or add information about the content of the presentation if necessary.

5. At the end of the session, the facilitator explains the importance of the defender and provides students with instructions on how to act and whom to contact to report an act of cyberbullying (see the resource section of the guide).

The session can be evaluated using some familiar informal assessment dynamics. The facilitator will highlight those aspects of the session that you wish to evaluate.

189

1. FLAMING

13. COMICS BY TYPE OF CYBERBULLYING

190

2. Harassement

13. COMICS BY TYPE OF CYBERBULLYING

191

192

3. denigration

4. Impersonation

13. COMICS BY TYPE OF CYBERBULLYING

193

194

5. outing/trickery

6. exclusion

13. COMICS BY TYPE OF CYBERBULLYING

195

196

7. CYBERSTALKING

8. cYBERBASHING/HAPPY SLAPPING

13. COMICS BY TYPE OF CYBERBULLYING

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14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING PATHWAY

P

eer education is an educational strategy aimed at encouraging communication among teenagers by reactivating the exchange of information and experiences within the peer group. This practice - already successfully used in the Anglo-Saxon world for the prevention of HIV infection - has been adopted for some years, especially in the school context: this is a comprehensive approach to prevention involving close integration between adults and children, between information vertical and horizontal, thus promoting a constructive dialogue between the different generations. Peer education implements a dialogue that travels on two different but strongly linked trajectories, united by the same contents and objectives. In peer education, communication and information occur in a horizontal dimension, that of the peers and of the young people to whom they are addressed: young people close by age, culture, interests and experiences, assailed by the same doubts, by a thousand teenage fears and eager to find an answer or even help. Then they move into a second dimension: the vertical dimension, which is achieved thanks to technically skilled and expert people, who transmit contents and, above all, integrate the peer in the effective management of groups and communication. Precisely this dual dimension is the key to the success of peer education, a link between two often-distant worlds: that of young people and adults, who are not always able to interact, to dialogue and to communicate. Activating peer education processes means encouraging the development of skills and awareness among adolescents in order to redefine roles and relationships within the school, and also in the community, seeking, however, new forms of youth participation.

The training course for peer educators proposed by ON LIVE is a model of prevention and socio-educational intervention based on an active methodology. It integrates methods and techniques of Peer Education with the approaches of Media Education and is based on the common objective of empowerment of the subjects and groups involved in the processes in function of the development of critical awareness and responsibility. The result is an innovative form of educational presence and prevention. Digital media, especially social networks, become a space and an intervention tool thanks to the activation of widespread social skills. The result is the formation of a new generation of peer educators, able to overcome the dichotomy between interventions in real life and online.

The intervention module is addressed at students aged 16 to 17, involved in a training course for peer educators in the field of cyberbullying. It is defined as a map of activities organized and described by target areas in order to be effectively applied, adapted and customized according to the characteristics of the participants with whom you are interacting. The identified target areas will support the development and deepening of content and skills, fostering

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proactivity of the participating students in contributing to the fight against cyberbullying in a dual key: Fonctionnelle (sensibilisation), c’est-à-dire soutenir ceux qui sont responsables du cyberharcèlement pour les jeunes élèves dans leur école, introduisant en fait une composante relationnelle entre pairs qui favorise un dialogue et un flux d’échanges plus ouverts et sans les inhibitions naturellement causées par les rôles, la différence d’âge et l’environnement scolaire.

Functional (sensitization), that is, to support those responsible for their school for cyberbullying towards younger students, introducing in fact a relational component between peers that favours a dialogue and a flow of more open exchange and without the inhibitions naturally caused by roles, age difference and school environment.

Perspective (prevention), or in other words, representing, because of their age and because they still attend the same school system, a permanent resource of real proximity and physical presence, both for the potential victims of cyberbullying and for the teachers themselves who are referral points for cyberbullying at school, who can continue the path of involvement of peers even after the end of the ON LIVE project, making it become a systemic element. The peers, as part of the preparation process, will also deepen the digital skills and strategies of dissemination and viralization of original information content on a local scale, based on comics specially made for the project, thus performing a function of prevention of the phenomenon online as well.

The group of participants can be made up of people from different second grade schools (16-17 years) and will be based on the assumption that participation takes place on a voluntary basis or at least agreed with the teachers of the school of origin, with which the partners of the ON LIVE project will also agree on a form of recognition for their work according to the local level and the school system.

The module will unfold in different target areas: • Peer education: encourage the development of skills and awareness among adolescents in order to redefine roles and relationships within the school, and also in the community, seeking, however, new forms of youth participation.

• Media education (media education): Methods and tools, as well as characteristic language and formats, with particular attention to media. Digital skills and the conscious and critical use of technology in the information society. Awareness of the risk and limits of its application (risk awareness panic).

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14.1 TOOLKIT FOR THE TRAINING PATHWAY...

The course will be open to a maximum of 15 participants coming from different schools. The small number will maximize the comparison times and allow for in-depth analysis with a strong focus on the needs and interests of the individual participant. The duration of the course will be a minimum of 15 hours and can be built either on a vertically distributed model (e.g. 2.5 days) or horizontally distributed (different afternoons or different mornings), provide interventions immediately consecutive one to another or distributed with a distributed frequency over a longer period of time, depending on the pedagogical and educational needs of the program and the availability of the school to which it belongs. The contents and activities will be chosen and adapted based on local needs.

14.2 FIRST INTERVENTION: CREATION OF THE GROUP...

Objective: to reinforce relations within the peer group The objective of this session is to build a “warmer” and more lively relationship in the peer group, to make the participants know each other, to know their names, to find characterizing elements, and to place all the pre-conditions in order for the group to work well in harmony. In the first part, cooperative activities and games are preferred with the aim of a more superficial knowledge (names, origins, background), then we move on to map the expectations and ideas that the peers have on the job they will do, so as to be able to keep them in mind in the preparation of subsequent training activities; at the end, collaborative problem solving activities begin to put participants “in a situation”, bringing them to live within a playful space, situations of confrontation, and need for collaboration that they will experience during their journey.

In this case it should be kept in mind that, depending on how the group was composed (more people from different classes or a homogeneous group that for the most part already knows each other well), it is necessary, as in all cases, to choose, adapt or replace the activity with other similar ones, depending on the level of previous mutual knowledge.

14.3 SECOND INTERVENTION: TOOLS FOR DIGITAL YOUTH WORK...

Objective: to introduce the first tools for dealing with the digital environment This section introduces the theme of digital so that participants become familiar with issues and controversies related to the use of digital media, and also shows some simple mechanisms for conducting group activities, in a non-formal way. At the end of this session the participants will have a clearer idea of the discussions that can be initiated on some sensitive issues, and they will also have directly experienced

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PATHWAY

methods that can already be reused in their interventions, perhaps after simple adjustments or additions to the materials and sheets used to carry out the activities themselves.

14.4 THIRD INTERVENTION: DISCUSSION OF PROBLEMS, OPPORTUNITIES, ETC...

Objective: peer educator This session is necessary in the training process of peer leaders, to, together, problematize the issues related to the role of students as leaders of an educational activity and prevention, to share examples of experiences already made, to start building a model and a common program of intervention. At the same time, it offers a model to be used locally with peers, to motivate them, to make them aware of the problems and issues they may encounter, to give them an initial space to plan and organize their intervention in classes, youth centres, etc.

14.5 FOURTH INTERVENTION: SHAPING THE INTERVENTION OF PEERS...

Objective: to enable peers to use the comics produced for the ON LIVE project and to design completely original and new modifications or versions.

This session is the one in which to provide the latest inputs most related to the specific materials offered by the project (the comics) to support the preventive intervention that has begun to take shape, and in which to think about how to use them. It also offers a small set of possible tools/experiences/methods that can help organize the work with peers. Finally, the various interventions designed are reviewed in the light of local contexts and can be removed/added/modified, which allows it to work better in each individual reality.

14.6FIFTH INTERVENTION: BETA TESTING...

Objective: to accompany the process of developing a peer intervention through support and confrontation with a “benevolent and honest� public.

This session is a general test of what you have designed along the way. The peers will certainly need this test step (and in some cases even a couple of steps ...) while for the participants of this training it will be perhaps less necessary, but in any case, useful to deal with the implementation of what is designed and give themselves the opportunity to readjust - file - reorganize some steps.

201

1. Pistolero complexity

SessIoN 1

20 MIN.

All the group

---

Introduction • Knowing each other’s names

ObjecTIVES ---

considErations

---

Materials

202

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Participants arrange themselves in a circle with one in the middle. The one in the centre is the gunman or “pistolero” who must hit another at his choice, pointing him/her out with his finger and correctly pronouncing his/her name. If the name is correct the called person must lower to dodge the shot, otherwise he will replace the player in the centre of the circle. If he/she lowers correctly, the two participants on his right and left will challenge each other by correctly pronouncing the name of the other. The one who first pronounces the correct name wins, while the other one has to take the place of the player in the middle who in turn returns in circle to the position of the defeated.

2. It’s useful to have a round of names before the game starts - to make it more exciting, it would be advisable to change places for all participants at least two or three times.

---

Evaluation

203

2. Human Bingo

Sesión 1

complexity

30 MIN.

All the group

---

Introduction • Knowing each other

ObjecTIVES

---

considErations

• Printed bingo cards, pens

Materials

204

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Every player receives a card with a set of boxes to be filled in, each of which contains a description concerning the other participants. The player must find a participant who satisfies this description and write his name in the square. The same participant may not appear more than once. The number of squares must therefore be equal to the number of participants minus one (the player himself). Characteristics can relate to physical appearance (long hair, tattoos, glasses...) or clothes (yellow stockings, grey shoes, etc.), or life experiences - to allow participants to begin to get to know each other better, so required as who knows how to play an instrument, who has ever been to the United States etc., 2. The requests can also be personalized to introduce elements related to the theme on which the participants will work, such as those who have more than 200 followers on their Instagram profile, etc.

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Evaluation

205

HUMAN BINGO

206

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

207

3. Expectations complexity

SessIoN 1

40 MIN.

INDIVIDUaL

---

Introduction • Reading of participants’ expectations, contexts and backgrounds

ObjecTIVES ---

considErations

• Post-it’s of at least 3 colours, pens

Materials

208

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. In pairs, the three topics are discussed and each pair produces three post-its - one for each topic - where they report the elements named by the partner. The post-its, then collected on three different posters, are quickly analysed by the conductor.

2. The objective in this case, in addition to offering other opportunities for mutual knowledge, is to return the temperature and pulse of the group to the leader - and this must be made explicit to the participants who receive a tool ready and useful to start the activities.

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Evaluation

209

4. NASA complexity

SessIoN 1 45 MIN. Introduction

ObjecTIVES

COUPLES

This game was designed and used by NASA in the training of its teams of astronauts.

• It is a question of resolving a problem collaboratively. To make the identification of the participants in the proposed situation more effective, you can introduce the activity with a clip from the film The Martian.

---

considErations

Materials

210

Clip fom The Martian (https://youtu.be/QnUwHP4y3oY), ), pc speakers and video projector to play it, pens, cards needed for an adaptation of the materials found in the SALTO TOOLBOX for Training at the following link https://www.salto-youth.net/tools/toolbox/tool/accident-on-themoon.818/

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Evaluation

1. After the possible clip, the builder reads the starting situation, i.e. the damaged landing of a spacecraft at a great distance from the point of the expected encounter with the mother ship on the moon. At this point, each participant receives a card that lists 15 objects that have survived the makeshift landing, which each one will have to sort from the most necessary to the most useless.

2. The compilation must be strictly individual. At the end of this step and without having previously indicated it, participants are gradually grouped - typically first in pairs, then triplets, quartets and so on, until they reach a final group all together. The objective and the time remain the same, i.e. to put the 15 objects in order. To increase the pressure on the group it is possible to resort to a particularly pressing timekeeping, and also to introduce the request that the list must be built with unanimous consent of all the participants at each step.

t the end of the activity a guided discussion will bring out the mood of the participants during the various steps, the possibility toor not to start immediately with larger groups, the role of the leader, who with time increases the pressure and makes the process more difficult, up to the theme of the emergence of leaders and the role of leadership in groups, which should be recognized, managed and considered in activities like these.

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NASA Your spaceship has just crashed on the Moon. You had to meet your mother ship 300 km away, on the illuminated face of the moon, but the makeshift moon landing ruined the ship and destroyed the equipment on board, except for 15 objects listed below.

Your crew’s survival depends on reaching the mother ship, so you have to choose the most important items to take on your 300km journey.

Your task now is to put the 15 objects in order of importance for your survival. Put number 1 next to the most important object, number 2 on the second one and so on until 15, which will be the least important.

________Box of matches ________Food concentrate ________Fifty feet of nylon rope ________Parachute silk ________Solar-powered portable heating unit ________Two 45 caliber pistols ________One case of Pet milk ________Two 100-pound tanks of oxygen ________ Stellar map (of the moon’s constellations) ________ Self-inflating life raft ________ Magnetic compass ________ 5 gallons of water ________ Signal flares ________ First-aid kit injection needles ________ Solar-powered FM receiver-transmitter

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Answers only for us Box of matches

No oxygen to sustain flame, virtually worthless

15

Food concentrate

Efficient means of supplying energy requirements

4

Fifty feet of nylon rope

Useful in scaling cliffs, tying injured together

6

Parachute silk

Protection from sun’s rays

8

Solar-powered portable heating unit

Not needed unless on dark side

13

Two 45 caliber pistols

Possible means of self-propulsion

11

One case of Pet milk

Bulkier duplication of food concentrate

12

Two 100-pound tanks of Most pressing survival need oxygen

1

Stellar map (of the moon’s Primary means of navigation constellations)

3

Self-inflating life raft

CO2 bottle in military raft may be used for propulsion

9

Magnetic compass

Magnetic field on moon is not polarized; worthless for

14

5 gallons of water

Replacement for tremendous liquid loss on lighted side

2

Distress signal when mother ship is sighted

10

Signal flares First-aid needles

kit

injection

Needles for vitamins, medicines, etc., will fit special 7 aperture in NASA space suits

Solar-powered

For communication with mother ship; but FM requires

FM receiver-transmitter

line-of-sight transmission and short ranges

5

213

5. Baffa Baffa

SessIoN 1

Introduction

ObjecTIVES

complexity

90 MIN.

2 sub-groupS

This game was designed and used by NASA in the training of its teams of astronauts.

It is a question of resolving a problem collaboratively. To make the identification of the participants in the proposed situation more effective, you can introduce the activity with a clip from the film The Martian.

---

considErations

Materials

214

• For the cards, the materials in the SALTO TOOLBOX must be adapted at the following link https://www.salto-youth.net/tools/toolbox/tool/ the-island-of-monomulti-3-cultures.257/

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Evaluation

1. The group is divided into two parts that work in two separate rooms with two different conductors. To date, the group has been given a mandate to simulate the life of a population, subject to a series of very strict social rules. One group will simulate an apparently very empathic culture, based on physical contact, relationship and community life - but which in reality also has vertical and discriminatory aspects, while the other group will simulate a seemingly competitive culture but which also has equal characteristics and equal opportunities.

2. After the groups have introjected the rules of conduct of their culture, the cards with the explanation of the previously distributed rules will be withdrawn and they will let each other play in a group freely for about 15-20 minutes. At this point the conductors without saying anything will begin to bring individuals and then couples into the space of the other culture, giving as the only indication simply to continue to respect their rules of origin. After a period of stay in the other culture you can also return the participants to the original group.

3. Once a good number of members of each group (but not all, to keep different points of view) have experienced the experience of migration, the game breaks down, the group meets and starts a guided discussion, starting from the most superficial and engaging issues (each group reconstruct the rules of behaviour of the other) you can then move on to analyse emotions and personal moods of the participants both during the experience of immigration while watching the arrival of migrant players from the other group.

In addition to being an emotionally involving experience shared by the whole group, it also allows the participants to be easily made aware of the importance of the points of view, obviously highlighting the learning from the revelations of the activity itself.

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6. Yes but... complexity

SessIoN 1

30 MIN.

2 sub-groupS

---

Introduction

ObjecTIVES

---

considErations

Papers, pens, blackboard or flipchart, chalk or markers

Materials

216

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step by step

1. The group is divided into two subgroups. The first group will have to discuss and identify, with the widest possible consensus, a precise number of positive aspects why it’s worth using the internet, social networks and digital tools. The other group will have to identify the same number of negative elements and motivations, so using the same instruments could be risky, problematic or dangerous.

2. Each element must be associated with a spokesperson that can explain and motivate it.

3. At the end of this phase the two groups will face a challenge.

4. The starting group will be randomly selected and will present the first reason why it is good or bad to use these instruments. The conductors will reply Yes but... and they will pass the word to the other group, that will have to quickly identify among its already defined points a possible answer, to counterbalance in positive or in negative what was expressed by the first group. Then it will be up to this group to identify one of the remaining topics and expose it, and the leaders with the formula Yes but ... will give the floor again to the other, for a counter deduction extracted from their remaining elements, and so on until all the points are exhausted.

5. The conductor can fix the elements on a flipchart, arranging them in synthetic form and highlighting the links that gradually emerge, in order to obtain a small conceptual map of the positive and negative aspects of the use of digital media at the end of the game, produced by the participants themselves

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Evaluation

217

7. Digital disputatio complexity

SessIoN 2

45 MIN.

3 groupS

---

Introduction

ObjecTIVES ---

considErations

Materials

218

• Any disguise: robe, hammer, bell • Case sheets • Basket or container, if fitted, from which cases can be taken

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. The group is divided into three sub-groups that will impersonate the prosecution, defence and jury. A process is staged starting from a series of given situations (which can be modified or integrated, if necessary). For each situation, the defence must discuss and identify the elements that can exonerate the person at the centre of the situation, while the prosecution must, of course, discuss and identify the elements that oppose it.

2. A representative of both sub-groups should try in turn to convince the jury that their own opinion and that of their group is the correct one, without interacting with the opposite sub-group (i.e. no questions, no clap, no answers, etc.). At the end of the process, the jury may ask questions to each group and then retire to define its verdict.

3. To make the activity more engaging, it would be useful to have togas for the jury, a gavel, bell (there is an app) and respect a codified ritual (standing enters the court, etc.).

4. After the jury has expressed its verdict, a guided discussion brings out the most difficult elements of the work of the subgroups, the most blurred themes and the most ambiguous aspects of the technologies that have allowed / generated the problematic situation.

5. After the discussion, the groups change roles and a new case is analysed

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evaluation

219

DIGITAL DISPUTATIO What to say: introduce the difference between legal/illegal and normal/abnormal: There are illegal behaviors that are however completely normal (statistically). Divide the class into three groups: in turn each group will be the defense, the prosecution or the jury.

What to say: how does the debate work?

First the handler explains the case. Then the parties have a few minutes to gather ideas for the hearing, define their line and choose a spokesperson. The trial begins, the accused and the defence stand up as a sign of respect for the Court and the Jury.

Speech to the prosecution, the prosecution can not ask questions but only uphold his position. So I would like to say a word to Defence. After the harangues the members of the Jury may ask questions, or the Parties may add a short final harangue.

At this point the floor passes to the Jury, which after a short confrontation/council chamber must express themselves. The Jury must pronounce unanimously, but if unanimity is not found, they are allowed to express a majority opinion.

The cases: Download and Streaming Angelo has seen dozens of movies streamed to his mom Barbara’s computer. He also saved some illegally downloaded and copyrighted files. The accused must demonstrate Angelo’s guilt, the defence of his innocence.

At the end you can add some notes on what copyright is.

The Selfie of Marta Carlo is a photographer, and during a trip in the African rainforest he started photographing some animals. A curious monkey, whom we will call Marta, entered his tent and stole a camera, taking a selfie (it’s a real story, on the slides you can find the photo that was taken). Carlo then sold the photo to a magazine, but a disagreement over its payment was born.

The prosecution shows that Carlo was not entitled to be paid, because the photo does not belong to him (i.e. it is not a work of genius). The defense shows that Carlo has the legal right to own and therefore also to sell the photo.

The case was discussed at length at the International Court in The Hague. In the end the Court proved Carlo right: even if it was recognized that Marta’s selfie is NOT a work of Carlo’s genius, it was established that the legislation to be applied in this matter is that relating to the recovery of lost or submerged treasures. In practice, it’s as if Carlo had found a treasure in the jungle: in this case what he finds, pay taxes, it’s his.

The Pin of Discord Daniela received a smartphone as a gift from her mother Elda. Elda claimed to have the Pin of the phone to be able to check it, and Daniela had to accept it. Later, however, Daniela got rid of all the social apps she ins-

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talled on the phone and refused to give her mom Elda the passwords she needed to enter the apps to check on her daughter. Daniela claims that the pact concerned the Pin of the phone, which has not been changed.

Elsa claims that her daughter did not respect the spirit of the agreement.

The prosecution shows that Daniela is wrong, the defence that she is right.

Here, it is important to focus on the ownership of devices, the legal responsibility of parents and so on.

The Barbarians arrive Fernando loves playing Clash of Clans and has asked his father Gabriele to be able to install it on the family tablet. Gabriele also uses that tablet to shop online. After a few months, Gabriele comes to discover that Fernando has used the data of his father’s credit card, saved on the tablet, to make purchases in the game Clash of Clans (head turning figures, even two hundred euros of gems).

The prosecution shows that Fernando is a thief. The defence shows that Gabriel is so grossly lacking in knowledge that he has no right of recourse against his son.

Here obviously the law would punish Gabriele, who did not control his son as his duty.

“It’s a trap” Hacca-A produces a videogame set in the very popular world of Star Wars. Isabella and her friends buy it as soon as it comes out, because they are passionate about space and games. The game is very expensive, but to get it the full game, you need to make several purchases in the app, sometimes in random mode (you know how much you spend, you don’t know how much you have). Isabella takes Hacca-A to court.

The prosecution proves that Hacca-A is not entitled to sell a product with these characteristics. The Defense shows that Isabella has no right to complain about how a company conceives its products.

Obviously, the theme here is that of covert gambling, which is NOT legal.

The unexpected Teofilatto dei Leonzi Luca is isolated from his companions, who consider him boring and unpleasant. In particular, no one is willing to accept him in the facebook and WhatsApp groups of the class. One day Teofilatto dei Leonzi, a cute good very nice and beautiful guy asks to join these groups and everyone is happy to have him among friends.

Soon the deception is discovered and Teofilatto turns out to be none other than Luca himself.

The prosecution shows that Luca is guilty of lying (and even of being a bit creepy). Defense shows that Luca is innocent, indeed a victim.

The Master of the Beast The Beast’s master is called Marco. Marco has invented a social network that spread all over the world and is now so rich that when he thinks about it, he faints.

The prosecution proves that Marco’s money does not come from lawful sources. Let the defense prove that his gains are legitimate.

This is a good opportunity for young people to reflect on the social business model.

221

The Witness Nestore is bullied. His two persecutors, Oreste and Pio, create a WhatsApp group and invite Nestore, two others and also Quinto. Quinto does not participate in the persecution of the poor Oreste but reads all the messages. Nestore turns to the police, and a case is opened against Oreste and Pio. Quinto’s actions are discovered and brought to the Court.

The prosecution proves that Quinto is guilty. The defense that he is innocent.

Mom came out of the group In the class group of 1Z Pippo goes home and tells his mother that his backpack is broken because he was spinning and maybe C. was also there, but he doesn’t want to talk about it. The mother goes on the group and makes a big mess, insults everyone and is expelled by the group because she uses bad language.

On Monday the boy returns to school and tears because his classmates tell him that his mother behaved badly with their mothers. Pippo is sad because he can no longer be a friend of C. Dad says you have to ask mum Alberigo filmed Petronio and Raul who beat each other. The mother of Alberigo, after a screaming match, posts the video in the WA group of 1K parents to alert them to the ugly society in which today’s young people live. Alberigo is humiliated when he discovers it, and goes to his father Zaccaria who says: Ask your mother!

•

Final notes

The rituals count, so the legal language, standing up, calling the participants Lawyer or Magistrate or Most Excellent Mr. President of the Guria etc. should be respected.

The Parties should discuss in sub-groups, but in each case only one of each sub-group, should take the floor.

222

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

223

8. Guided profile analysis complexity

SessIoN 2

40 MIN.

small groups

---

Introduction

ObjecTIVES ---

considErations

Materials

224

• Printed analysis cards, pens, mobile phones of the participants, possibly wifi connection to share.

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Small groups choose and analyse a social profile (preferably Instagram, or Facebook) of a public figure / famous and known / appreciated by the entire subgroup, following an analysis card which they need to fill out. The compilation should be done with as much consent as possible from all the participants of the small group.

2. At the end, in a guided discussion, the results of the various items in the sheet are compared, underlining the differences and common elements. The discussion should focus mainly on the concept of profile care, highlighting what CARE means for the participants and how CARE is a profile for the participants, and what information is distributed about them by the profile owners.

---

Evaluation

225

10. Brian the onion complexity

SessIoN 2

Introduction

ObjecTIVES

60 MIN.

A simple digital storytelling activity, using instagram pictures / videos and some hashtags. It may be used to open up discussions and increase awareness on how online pictures and video may have impact and leave traces, differences from reality etc.

• Addressing digital education topics (online pictures and videos impact, etc) with a “classic” non-formal education activity, engaging participants and fostering team-building processes. Opening up discussions on controversial topics without directly referring to personal experiences, using the result of the activity instead.

---

considErations

226

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Divide participants in groups of 3-4-5 persons.

2. Be sure that every group has someone with a mobile device with the instagram app installed, using a public profile - or provide them with a pre-created one if they are on private profiles and (correctly!) do not want to open up their pictures to the world.

3. Make every group choose 1 or 2 hashtags which you have previously written on different cards.

4. The hashtag will define the topics of the scenes to be pictured: for instance, #lunchtime, #partyallnight, #youthwork etc etc 5. Put all materials (onions, costume parts etc) on a table, and give them 15-20+ minutes to think about the 1-2 scenes they have to create according to the picked hashtags, create the setting, style up the onion’s costumes etc 6. Ask them to share a picture of the scenes on Instagram, using the hashtag #briantheonion AND the hashtag they picked 7. Display the website websta.me/search or instagram.com on the projector screen, login with your personal instagram account and search for #briantheonion 8. Refresh the page every few seconds, and pictures from the different groups will start to appear!

9. When all pictures have appeared, ask every group to write down 4-5 ideas about Brian The Onion character, his way of acting, what he likes or dislikes, his personality etc.

10. Share the results in plenary, writing the results on a flipchart. Is this the real Brian? Is it not? How we can tell?

11. Open up and facilitate a discussion on how easily labels can be attached to online pictures, what generalisations could be done starting from a single picture, etc.

Evaluation

227

Materials

228

1. Some onions (1 - 2 every group of 3-4-5 participants).

2. Markers, coloured paper, tapes, scissors, glue and everything that could be used to create a costume for the onions.

3. Any kind of other material to turn the onion into a character: feathers, little eyes, small hats, etc.

4. A few mobile devices with instagram app installed (1 for every group of 3-4-5 participants).

5. A PUBLIC working instagram account associated with every app (you can either ask participants to put their profiles as public for a while or provide them with some pre-created profiles. In this case you have to create them one by one on a mobile with the instagram app on it.

Use different emails - i.e. briantheonion1, briantheonion2, etc.- for the different profiles).

6. Internet connection 7. A device (pc - laptop - tablet - smartphone) connected to a big screen.

8. Your own instagram account (or one that you created for this activity) to enter the instagram website www.instagram.com or to sign up on the search engine website websta.me/search to retrieve the pictures.

9. A complete description of the activity at the link: http://educationaltoolsportal.eu/en/tools/briantheonion

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

229

11. Video stimuli complexity

SessIoN 2

30 MIN.

small groups

---

Introduction

ObjecTIVES

Materials

230

• • • • •

Materials Required: https://youtu.be/xjRv3okyfww Sexting - Spain https://youtu.be/mhTcNsNJM9o Sexting - Spain https://youtu.be/iLtY9FDI7pE (Re)Action https://youtu.be/EBcftGbB8I4 - BullisNO

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. In this activity different cyberbullying/sexting themed videos are shown, which can then be used by peers as tools to activate/start the activity in the classroom, introducing the topic and opening a discussion. First, they introduce themselves to peers to discuss with them and get feedback from them. All of them, but in particular the latest video (actually a collection of anti-bullying commercials by the civic film school of Milan) should be analyzed critically: 2. Possible guiding questions: 3. It’s well done (yes/no) but... does it hit the mark?

4. Is it credible?

5. What effect does it really have on young spectators?

6. Did you learn anything from the videos?

7. What is your reaction, what would you like to talk about now?

---

Evaluation

231

12. How to organise working with peers: Issues/solutions complexity

SessIoN 2

Introduction

50 MIN.

small groups

The World Café is a methodology inspired by old cafes, creating a working environment that invites participants to a free discussion and tends to be self-managed by the participants within a common framework, with or without a very light form of facilitation and guidance of some reference questions. People sit around small tables and discuss the questions asked by the facilitator of the meeting. As in any café, they can write and draw on the tablecloth (paper), drink and eat something during the meeting. It is very important to create an attractive title-demand that is simple, clear and invites you to explore the proposed issues further.

ObjecTIVES

The world café allows you to: • create ideas • exchange information on a number of interlinked issues • seek full or partial agreement on specific points raised during the discussion

Materials

• • • •

232

4 - 5 tables with chairs White posters + markers Printouts of the guide questions Possibly you may serve something to drink/eat during discussions to increase the feeling of discussion in a café.

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

It uses the world café method, organising 4-5 different discussion corners, with tables having white papers/posters and a phrase-stimulus on which to concentrate the discussion in that single corner. All participants are asked to take notes or drawings on the posters to keep track of the discussion. After about 10 minutes of discussion, everyone has to change tables (and possibly groups) to go and discuss another aspect in another corner, and so on until they visit them all.

The themes of our training will be more linked to the discussion among the organizations, but the themes to be discussed among the peers could be for example: • How to inform the school about the on-going project and avoid discontent/obstacles from the teachers?

• What are the best times and spaces to carry out such an activity?

(E.g. classroom - gym - garden - hallway etc. - 1h, 2h, two meetings of 2h etc.) And why? With how many/which peers? (Individuals, couples, groups, what gender, etc.)

• What recognition can be sought from the school? (Training credits, recognition as alternating hours/internships or similar…)

• In exchange for what? (Video for the school’s Youtube channel, report for the school newspaper, reportage and final photo exhibition…).

• Is the involvement of teachers in the classroom necessary / possible / required? Or not? Why? • What should be the rules of conduct of peers while conducting the activity?

---

Evaluation

233

13. Verification complexity

SessIoN 2

20 MIN. ---

Introduction ---

ObjecTIVES

---

considErations

---

Materials

234

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. In 4 - 5 groups of homogeneous origin, quickly reconcile the topics dealt with, the increased awareness or not about them, the learning elements. Conclude with a card to be sent to the drivers, indicating positive and negative elements of the work, what has been learned and especially any missing topics to be recovered in subsequent sessions.

---

Evaluation

235

14. Getting into the stories complexity

SessIoN 3

30 MIN. ---

Introduction

ObjecTIVES

---

considErations

---

Materials

236

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Divide into subgroups to which we then assign the names of different types of cyberbullying: read the definitions of the actors involved in cyberbullying in the guide OnLive (pages 8 - 15) and its characteristics (page 17), then discuss them briefly by following this question guide and bring a mini poster to plenary: 2. Have you ever been in one of the situations described?

3. How did you realise this?

4. How did you change your position?

5. Do you find yourself in the characteristics of cyberbullying or is something missing?

6. Which of these features are the riskiest for you?

---

Evaluation

237

15. Comics for change complexity

SessIoN 3

60 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

Materials

238

• • • •

Materials required: sheets, pens, felt tip pens, glue and scissors OnLive guide printouts Comics strips Cut out Comics

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Read the comics linked to your subgroup and follow the instructions: 1. Think about the comic together: does it include everything, is there something missing to adhere to the definition?

2. Think about the story that is told: how could this situation be handled in other ways; how would you change the story in a positive way?

3. Using the materials provided, concretely create a new comic book that solves the situation.

---

Evaluation

239

16. Structuring the intervention complexity

SessIoN 3

60 MIN. ---

Introduction • Education for peers.

ObjecTIVES

---

considErations

---

Materials

240

All the group

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Taking inspiration from the results of the world cafe and from the group work, in plenary build the structure of the intervention guided by the presenter who verifies the time limit and content. The expected result is the Structuring of an intervention that is: 2. Conducted by peer groups (2-3) in a class 3. In a suitable space 4. For 1 or 2 matches of max 2h each 5. In which they include at least the following elements: 6. The Definitions 7. The different starting comics 8. The creation of different stories in subgroups starting from principles, rules, behaviours to be identified 9. The reconfiguration of these elements in plenary

---

Evaluation

241

17. Pros and cons of working with peers

complexity

SessIoN 3

30 MIN.

All the Group

---

Introduction

ObjecTIVES

---

considErations

• Sheets, pens, posters, markers

Materials

242

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Two different brainstorming sessions to identify first the possible positive aspects, then the possible negative aspects of working with peers. Everyone is invited to share a single word on the subject. In brainstorming the leader writes down anything that comes from the group, and nobody can comment on anything that is said. The participation of all is not compulsory, but obviously recommended.

2. At the end of each brainstorming process, the group is stopped and asked to identify connections and common elements between the different written words, and to give the possibility for people to ask for clarifications on words that are not clear.

3. You can briefly introduce brainstorming by indicating the possible strengths / weaknesses that are more obvious, and then exclude them from the process, so as to force a more in-depth reflection. The activity serves to highlight some themes that can then be more easily covered in the next activity.

---

Evaluation

243

18. Product Gallery complexity

SessIoN 3

20 MIN.

All the group

---

Introduction

ObjecTIVES

---

considErations

• Projector, screen, speakers

Materials

244

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

This activity briefly presents the products of some peer education activities, in order to illustrate both what final products could be achieved and the level of engagement and the activities devised by the peers. It is a powerful tool to motivate - inspire - push peers to active participation.

Some of the videos shown in the work session: https://youtu.be/xjRv3okyfww https://youtu.be/mhTcNsNJM9o https://youtu.be/iLtY9FDI7pE https://youtu.be/byqlgR5LAww However, the contents can be integrated or replaced.

---

Evaluation

245

19. Designing interventions complexity

SessIoN 3

70 MIN. ---

Introduction • Education for peers

ObjecTIVES

---

considErations

• Sheets, pens

Materials

246

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. In small groups of different origins, starting from everything that has emerged so far, plan and write a peer education intervention that takes these elements into account: 2. Which management group 3. Which setting 4. Timeframes 5. Which activity - what duration - what conduct 6. Materials needed 7. Possible problems / obstacles and how to solve them 8. In 4-5 groups of homogeneous origin, quickly reconfigure the structure of the intervention conceived in the previous activity in the various groups and begin to introduce the specific local traits of the context to which they belong, to understand whether or not the interventions would be adaptable and how. Conclude with a card to be sent to the conductors, which indicates positive and negative elements of the work, and especially any missing issues to be recovered in subsequent sessions.

---

Evaluation

247

20. Online tools and apps complexity

SessIoN 4

45 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

Materials

248

• Video projector and internet connection • Pc for the participants (at least 1-2 per group)

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Presentation of some online tools to be used to better work with peers and/or for peer work - among others: • Creation tools: bpowtoon, megisto, pixlr, canva...

• Communication tools/organization/ collaboration: slack, trello, basecamp...

• Storage tools / collaboration google docs, dropbox...

• Examples of use and experiments in small groups.

---

Evaluation

249

21. ON LIVE tools complexity

SessIoN 4

20 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

• ONLIVE comics strips with text and without

Materials

250

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

In groups divided into contexts of origin, reflect on how contexts, resources and local services of their territory can modify and interact with what has been planned so far. Produce up to 5 local customization proposals to share in plenary.

In this session we take the comics that have been used for workshops with 1st and 2nd grade students to see their effectiveness and eventually study different versions to spread on the web.

---

Evaluation

251

22. Local contexts and resources complexity

SessIoN 4

30 MIN.

small groups

Introduction

ObjecTIVES

---

considErations

• Sheets, pens, markers

Materials

252

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

In groups divided into contexts of origin, reflect on how contexts, resources and local services of their territory can modify and interact with what has been planned so far. Produce up to 5 local customization proposals to share in plenary.

In this session we take the comics that have been used for workshops with 1st and 2nd grade students to see their effectiveness and eventually study different versions to spread on the web.

---

Evaluation

253

23.Possible intervention ideas complexity

Session 4

45 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

• Sheets, pens, markers

Materials

254

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Return to the small groups of the previous session and finalization of the projects, possibly also include what emerged and was indicated in the meantime, in particular the indications on the local contexts. Preparation of a project sheet that explains well who - when - what - how - with which possible materials / links, etc. - in particular the materials must be well reported so there is time procure them in time.

---

Evaluation

255

24. Possible intervention ideas - part 2 complexity

SessIoN 4 45 MIN. ---

Introduction

ObjecTIVES

---

considErations

Sheets, pens, markers

Materials

256

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

In 4 to 5 groups of homogeneous backgrounds, review the work that has been done during the day, its most valuable moments and the most difficult from the point of view of learning. Conclude with card should be sent to the conductors, what indicates positive and negative elements of the work, and especially any missing issues / to be recovered.

---

Evaluation

257

25. Feedback to design groups complexity

SessIoN 4

45 MIN. ---

Introduction

ObjecTIVES ---

considErations

• Posters and markers

Materials

258

All the group

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

At the end of the test, more articulated feedback and thoughts on what has been done and above all what has been received (as a target group) from the interventions and shared in plenary. A representative of the design teams records the feedback received in real time on the floor placards.

---

Evaluation

259

26. Beta testing complexity

SessIoN 5 150 MIN.

GROUps

---

Introduction

ObjecTIVES

---

considErations

• Those required for each design team

Materials

260

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Each design group carries out its own intervention or a key step of it, taking a maximum of 30 minutes, using the rest of the participants as the target group.

At the end of each activity, the target group quickly gives feedback in the form of a “pop-corn”: keywords/attention elements said in extreme synthesis and with speed, that the design group can pin down and record.

---

Evaluation

261

27. Fine-tuning complexity

SessIoN 5

45 MIN. ---

Introduction

ObjecTIVES

---

considErations

• Posters and markers

Materials

262

group

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Design teams withdraw to discuss the feedback they receive and to think about how they could change their designs in the light of what has been said. Prepare a poster with the revised program. At the end the posters are shared in plenary.

---

Evaluation

263

28. evaluation complexity

SessIoN 5

30 MIN.

GROUPS

---

Introduction

ObjecTIVES

---

considErations

• Post-its, pens, markers

Materials

264

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

For the final evaluation, the group is asked to fill the space of the room by going from point to point - to express their feedback on a number of different aspects, which may include: workloads in the days, the final result, the group climate, the level of collaboration reached, the level of interaction with others reached etc..

Then the group positions themselves in front of the posters, with the post-its with expectations, and in turn withdraws the expectations fulfilled leaving only those that are not, which are taken by the fascilitator.

Finally, some individual time is left to reflect and identify up to 3 possible suggestions to improve the work done, which are then reported on postsits and returned to plenary. The group then disbands.

---

Evaluation

265