© WSB Inc. / Jean-Pierre Pouteau
SCOUTS OF THE WORLD AWARD ACTIVITY SHEETS
Youth Programme
Š World Scout Bureau Inc. SWA Activity Sheets September 2015 World Scout Bureau Global Support Centre, Kuala Lumpur Suite 3, Level 17, Menara Sentral Vista, No 150 Jalan Sultan Abdul Samad Brickfields, 50470 Kuala Lumpur, MALAYSIA Tel.: + 60 3 2276 9000 Fax: + 60 3 2276 9089 worldbureau@scout.org scout.org Reproduction is authorised to National Scout Organizations and Associations which are members of the World Organization of the Scout Movement. Credit for the source must be given: Š 2015. World Organization of the Scout Movement. Reprinted with permission.
2
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Icebreakers It’s not what you think Stand in a circle and place an object in the centre e.g. a chair. Anybody in the group may walk into the circle and use the chair for any purpose other than what it was made for. For example, they may push it as a shopping trolley or hide under it pretending it is a shelter. If a member of the group thinks they know what the object is being used as, they shout it out. If they are correct they can choose whether to enter the circle and demonstrate a new use for the object, or they can nominate someone else to enter the circle. Having this option encourages some people to guess so that they can nominate rather than be nominated. Continue for as long as people are coming up with ideas, and then change the object. (Source: Wildlife Watch, 2001)
Clap, click, slap Stand in a circle and ask the group to copy your movements as closely in time with you as they can. Hold your hands out in front of you and slowly bring your hands together in a clap and move them apart quickly. Repeat but this time clap quickly twice then stop suddenly. Continue clapping at different speeds sometimes one at a time, sometimes a few in a row. Then introduce a click with your thumb and second finger. Clap, click, clap, clap, clap, click, clap etc... Again, use different rhythms. To complicate things even more, introduce a two-handed leg slap. Continue with all three moves in a variety of orders and speeds and keep introducing pauses of varying lengths. The group will begin to concentrate hard and find the difficulty of keeping in time.
Fruit Salad Make a circle with the chairs. Remove one of the chairs. The trainer chooses the names of 4 fruits, such as ‘banana’, ‘cherry’, ‘apple’, and ‘peach’. One by one each participant receives the name of one the fruits. When the trainer calls one of the fruits (for example ‘bananas’), those having this name must exchange their places. When trainer says “Fruit Salad”, everybody move to another place. Your shield Give each group member a sheet of A4 paper. Ask them to draw the shape of a shield and to divide it into four. They will draw or write something which represents: •
Ambition for life, in the top left section;
•
The most positive thing which has ever happened to them, in the top right section;
•
What they hope to be doing in ten years’ time, in the bottom left section;
•
What they hope people will say about them after they die, in the bottom right section.
Ask each member of the group to present their shields and describe what each section means.
Hello in Different Languages Objectives •
The goal of this activity is to heighten cross-cultural awareness, celebrate cross-cultural knowledge, and to say “hello” in many different languages.
•
This can be used a fun, warm-up, get-to-know-you activity with a cross-cultural theme.
1.
Ask participants to see if they can guess how many people there are in the world and how many different languages are spoken. (There are 2800 languages and 6 billion people. If an equal number of people spoke each language, that would be 2 million people per language. You might relate this to local city/town size.).
2.
Challenge the group to come up with as many different languages for “hello” as possible. When somebody volunteers (e.g., Bonjour!), make sure they say it or repeat it clearly for the rest of the group who then repeat.
Process
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
3
4
3.
Optional: Before people start making suggestions, ask the group to have a guess how many collective languages the group will be able to come up with. Don’t allow discussion - just do a quick whip around each person’s guess and take a rough average - that’s the group’s estimate.
4.
The group leader keeps count on his/her fi ngers.
5.
Was the fi nal number of “hellos in different languages” close to the group’s guess?
6.
If the group underestimated, they may not realize the knowledge within the group that might be used to their advantage. If the group’s guess was an overestimate, why did they overestimate their knowledge resources? Discuss.
7.
Optional - to make more diffi cult or to add variation, try asking for these basic phrases: •
Hello...Goodbye
•
Hello, My name is...?
•
Hello, How are you?
•
Yes...No
•
Please...Thank you
•
Do you speak English?
•
Numbers 1-5 or 1-10
8.
Optional, but recommended - have a list of hello in lots of different languages from which you can read out. This is especially useful for groups who don’t know many different languages, as well as to learn, have fun, and illustrate the range of different languages.
9.
Variation: Can be run as a competition between groups.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Name Games Left and right You will need a small beanbag or ball. Stand the group in a circle. Holding a small beanbag or ball, tell the group your name. Pass the beanbag to the person on your left who in turn calls out their name. Repeat around the whole circle. When the beanbag reaches the start, repeat the activity this time introducing yourself and the person on your left. They in turn introduce themselves and the person on their left. Continue around the circle. The fi nal time, introduce yourself, the person on your right and the person on your left. Repeat until everybody has had a go.
Sharks You will need tabloid-sized newspaper. Stand everyone in a circle. Give each person a sheet of tabloid-sized newspaper. Ask them to copy you. Slowly tear the paper in two and stand on one half. Screw up the other half and throw it into the middle of the circle. Explain that they are people living on tiny desert islands (newspaper) in the middle of shark (screwed-up newspaper) infested waters (fl oor). They are an ordered community and must, to keep the peace, live on their islands in alphabetical order. Show the group which island is A (the start), and explain that they must fi nd a way of getting into alphabetical order of their fi rst names without putting any part of their bodies into the shark infested waters.
Adjective names Sitting in a circle everyone introduces themselves one after the other, prefi xing their name with an adjective, which says something good about themselves. It can be as outrageously positive as they like – Superb Sabir, Fantastic Fred, Animated Annie, or whatever. The second person repeats the fi rst person’s name and adjective and adds their own. The third person repeats the previous two, adding their own. And so on. The person who is last has the hardest job!
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
5
Team Building Activities The great escape You need task sheets, pens and clipboards. Ask the group to form teams of eight and give them the following scenario: They are a group who is in a cave next to the sea. The entrance to the cave has collapsed. Somebody has a mobile phone and has already called the emergency services, which are on their way. The group do not know how long it will be before the tide comes in. It may be one or two hours. There is a small hole in the rubble that leads out of the cave. It is only big enough to fi t one person through at a time. It would take each person at least 15 minutes to get through the hole. Give the teams the following information about the eight members of the group. 1.
Fund provider for a project to produce a genetically modifi ed cereal grain that survives drought.
2.
Man on the run after having been arrested on suspicion of smuggling ivory.
3.
Researcher just returned from a tropical rainforest where they think they have found a plant that may hold the key to a cure for cancer.
4.
Owner of a rescue centre for injured wildlife.
5.
The keeper of the last pregnant female panda in captivity.
6.
Person who raises millions for conservation charities every year.
7.
Child who can talk to dolphins.
8.
An inventor who is about to announce a safe, cheap way of de-salinating seawater, making it OK to drink and to irrigate land.
In 15 minutes the teams must decide in what order they are going to send the members of their group through the hole. They must decide the answers to the following questions then discuss their answers with the whole group: How the decision is to be made? Who will make the choices? What their fi nal decision is.
Shrinking Island You will need a large sheet, blanket or piece of similar material. The whole group should stand on the blanket making sure that no one is left on the ground. Everyone now steps off the blanket and folds it in half. Again the whole group stands on the blanket. Repeat until it is almost impossible for everyone to stand on the blanket without touching the fl oor. Make the activity more relevant by basing it on a story such as a small coral quay island threatened by rising seas levels as a result of climate change or remaining habitat in a forest being cleared.
Toxic waste Participants are asked to remove a bottle full with a very dangerous toxic waste from a circled area. Participants are not allowed to enter the isolated area; they must work outside of it. To remove the bottle from isolated area they must use the provided materials and of course their imaginations.
Running blindfold Stand all the participants at one end of the room. One person volunteers to be blindfold and stands at the other end of the room. They run to the end where the group are standing. The group must be prepared to catch the running person gently. They should stand in a half-moon shape, and shout stop before the runner reaches them. Initially people anticipate reaching the end of the room, and begin to slow down. Encourage people to run as fast they can until the group shouts stop, and to trust that the group will really make sure they don’t hit the wall.
6
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Cultural beliefs activities on Environment Find out about cultural beliefs related to nature. This might be evident in the form of a reading or poem or other form of cultural story; alternately a statement may be developed by the teams to express how the cultural group traditionally relates to the environment. The cultural beliefs should then be compared to the current practices/ views in the country/cultural group and examine how any changes refl ect changed attitudes in the humannature relationship. Teams should tell their cultural story using a creative form of presentation. How do you feel about the beliefs portrayed in the story and the environment around you now? This environment that surrounds us is connected to the broader region and so on until all interlinked parts form the global ball of rock, soil, water, air and life that is earth. Introduce the ‘Cycle of Life’ Environments across this globe are vulnerable to exploitation and harm by human actions. These potentially harmful actions create the challenges that require a rethink about the human relationship with nature. Teams should focus on how they see their relationship with the earth.
Introduce the Conservation Code How does the code compare to some of the cultural beliefs identifi ed earlier?
The Conservation Code •
I will respect all living things, for each is a link in the chain that supports life on earth
•
I will take from nature only what can be replaced, so no species will disappear
•
I will not pollute the air, soil or water
•
I will not buy products that incorporate endangered animals, plants or forests
•
I will keep my local environment clean and will respect the environment wherever I go
•
I will call attention to cases of pollution and any other abuse of nature
•
I will support community group approaches to conserving the environment
•
I will not waste fuel or energy supplies
•
I will set an example of good conservation conduct and show others why it is important for everyone to do so
•
I will rejoice in the beauty and wonder of nature all the days of my life.
This last part of this activity builds links between the environment locally and broader global environmental issues by identifying the challenges that require action. This will provide a range of environmental issues that can set the scene for exploration and provide a context for rethinking human relationships with the environment. What are some of the challenging environmental issues that require action and generate a need for a conservation code? Does the conservation code provide a basis for people to incorporate earth caring action into their lives and address the environmental challenges? Challenges include: •
Energy, including energy conservation, global warming, air pollution and greenhouse effect, renewable energy options.
•
Water, including pollution of surface or ground water in urban, industrial or rural areas, quantity of water available for sharing between all users (environment is also a water user).
•
Waste, including minimisation of waste, disposal of waste and recycling materials.
•
Biodiversity conservation, including conservation of specifi c species (plant or animal), habitat conservation in defi ned conservation areas like national parks or in working landscapes (the environment around us e.g. farmland bird habitat conservation).
•
Transport, including the use of fossil fuelled vehicles, public transport and cycling.
•
Soil conservation and land degradation, including clearing, grazing systems, and cropping systems. environment locally and broader global environmental issues by identifying the challenges that require action. This will provide a range of environmental issues that can set the scene for exploration and provide a context for rethinking human relationships with the environment.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
5
Cultural beliefs activities on Development How much is justice worth? Objectives •
To encourage young people to consider whether certain rights should take priority over others; to help them reflect on the ways in which different rights are linked.
•
To help young people share their cultural beliefs about development. Materials
•
Flip-charts and pens
•
Copies of the projects requesting funding sheets (see document below) for each group of four; blank paper and pencils; copies of the Convention on the Rights of the Child should also be at hand for reference (www.unicef. org/crc/crc.htm).
Duration 60 min Process Step 1 (5 minutes) Participants form groups of four. They are told that they are the newly appointed members of the Justice Commission for an imaginary country. This country has recently signed the Convention on the Rights of the Child. As Commission members, their job is to read the eight different funding requests from organisations that are working on children’s rights issues. They are given the projects requesting funding sheets. Step 2 (10 min) In small groups, participants decide which projects they feel should receive funding. They discard descriptions of any projects they feel should not be funded. Step 3 (15 minutes) Participants are then told that the Prime Minister has allocated one million units of currency to funding for these projects. They are to decide how much money to give to each project. In making funding decisions, they must consider both the short-and-long-term impact of each project. They prepare large charts showing their funding decisions. Step 4 (30 minutes) Exhibition session: each group post their charts on the meeting room walls allowing other groups consider their proposal and ask questions for clarifi cation. Step 5 (30 minutes)
6
•
The whole group then discusses the following questions:
•
Which children’s rights were considered the highest priorities? Why?
•
Which rights were given the least priority? Why?
•
Did any small groups decide that all or some of the projects should receive equal priority? Why?
•
Did any small groups decide that certain rights were closely linked with others? Which ones? How were they linked?
•
Can you think of any other rights projects that should have been on this list? S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
•
In your own country, which of the rights issues addressed by the imaginary projects do you consider the most critical? Least critical? Why? Do you think the views of your current government on rights and justice issues agree with your own? Why or why not? Which projects do you think would be most likely to receive funding? Why?
•
Would children’s rights priorities be different in different countries? Why or why not?
Projects requesting funding The freedom of expression project Helping young people to express their opinions, and giving them access to information about justice issues, is the best way to ensure that they will be able to participate in democratic decision-making as adults. This project will work with schools to ensure that students’ opinions are heard on issues of importance to them. It will: •
Produce a free magazine for students informing them about rights issues;
•
Fund regular television programmes for students on social justice;
•
Set up legal counselling for students on issues relevant to them;
•
Establish a hotline to the Justice Commission so that students may directly express their views and receive information.
The child labour project Many children in our country are forced to work at hazardous jobs from an early age. This project is essential to protect children from abuses, and ensure that they grow up in a situation, which will allow them to develop all their capabilities. It will: •
Work with the government to establish a minimum working age and regulate conditions of employment;
•
Provide support services to families who need their children’s income;
•
Establish a confi dential reporting system for children and young people who are being forced to work at an early age;
•
Provide parent education on this subject;
•
Pay special attention to the situation of minority children, who are more likely to be involved in child labour.
The standard of living project A decent standard of living is essential to the healthy
development of children, and their future ability to
contribute positively to society. This project will raise develop adequately. It will promote:
the standard of living in our country so that children can
•
Construction of affordable housing with sanitary facilities;
•
Distribution of food to the hungry;
•
Setting up of agricultural programmes to enables families to meet their basic nutritional needs;
•
Organisation of food cooperatives to make basic food items more affordable.
The protection from abuse and neglect project All forms of abuse and neglect prey on the most defenceless members of society, the children, who may grow up physically, mentally, and emotionally handicapped as a result. This project aims to eliminate physical and mental abuse and neglect of children and young people; this includes drug abuse, sexual and other forms of exploitation. It will: •
Set up programmes in schools and youth groups on coping with abuse and neglect, resisting drug abuse, and dealing with sexual abuse and exploitation;
•
Establish drop-in centres where young people may receive advice and counselling;
•
Set up education and counselling for parents on issues of abuse and neglect, and train social S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
7
workers, police, and health care workers. The education for all project A basic level of education is essential to participation in a democracy, maintenance of good health, and economic well-being. High levels of literacy and school attendance are essential if the citizens of this country are to prosper in a global society. This project will: •
Build primary schools in every community;
•
Lobby for the government to make primary school compulsory;
•
Provide fi nancial support to secondary schools and work to enable more children to attend;
•
Set up fi nancial assistance programmes to increase university attendance.
The non-discrimination project Concern for the rights of children and young people is meaningless if those rights are only bestowed on certain privileged groups. This project will: •
Set up a monitoring board in each county to ensure that all children and young people are being treated equally, and having their basic need met;
•
Investigate all charges of discrimination, especially those brought by young people themselves;
•
Pay special attention to the needs of minorities, girls and the disabled.
The aims of education project While many issues may seem more urgent in the short term, changes in education are needed now in order to lay the foundation for a stable and prosperous future. This project will work on producing constructive change in the educational system. It will: •
Produce curriculum materials on human rights and social justice issues, understanding of students’ own culture and the culture of others, peaceful confl ict resolution, and environmental education;
•
Educate teachers on these issues;
•
Advise the Ministry of Education and inform the parents on how young people can be helped to develop the skills and attitudes needed for life in a diverse and interdependent society.
The health services project Unless children can be assured of survival and healthy development, they will never be able to take full advantage of their other basic human rights. This project will:
8
•
Establish health care centres in every community;
•
Provide care for pregnant women;
•
Offer education on children’s health and nutrition, breast- feeding, and hygiene;
•
Ensure that all children receive basic health care, including immunisations;
•
Monitor the availability of clean water and levels of environmental pollution.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Cultural beliefs activities on Peace Letter to an alien: conflict is ...? Description A large-group exercise exploring the meaning of the word conflict. Objectives •
To clarify what we mean by conflict.
•
To discover the range of responses within the group.
•
To work towards a group defi nition of conflict.
Duration 60 min Material Flipcharts and pens Process Step 1 Divide a large sheet of paper into columns, each headed by a letter of the alphabet. For the purposes of this exercise, choose letters A to H. Step 2 (5 min) Ask participants individually to brainstorm confl ict words. Each should try to provide at least one word for each letter (for example, A-anger, B-broken...). The words can be written down by a nominated scribe as they are called out, or simply added to the chart by each individual participant. There is no debate or questioning at this stage about why certain words have been chosen. Step 3 (10 min) Once the cart is completed (it’s good to have a strict time limit), people can ask each other questions about their chosen words – what certain words mean, how they are connected with confl ict, and so forth. But no judgements are to be passed. Step 4 (15 min) Participants split into pairs or groups of three and select a letter from the chart. (It is best if each pair or group has a different letter.) They then draft a short communication to an extraterrestrial alien who has never heard of confl ict, explaining what it is. Each group should use the words listed under their letter. The communication are then shared with the whole group. Step 5 (15 min) Mixing participants into new groups of four or fi ve, ask each group to create a brief defi nition of confl ict in the form of a slogan. These could all start with ‘Confl ict is...’ Then let each group try to think of an imaginative way to present their defi nition. They could use tableaux, involving everyone in
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
9
Step 6 (15 min) Feedback and discussion – Back in the whole group, participants are invited to refl ect individually on their experience of interaction between group members: •
How did the group draft its letter to the alien?
•
How did the group agree upon its defi nition? (Where they surprised by anyone else’s defi nition?)
•
Was it easy to get to a slogan on confl ict?
•
Have they learnt anything about confl ict from this exercise?
•
Are they clearer now?
•
Do they feel that any crucial aspect has been missed out?
Notes: Participants could be invited to develop their defi nitions of confl ict over the period of the whole SW Discovery. They should evolve as the subject is explored in greater depth. It would be valuable, at the end of the SW Discovery, to see if the whole group could agree on a fi nal common defi nition. the presentation.
10
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Participants expectations The suitcases Each participant receives a large sheet of paper on which two suitcases are drawn. In the fi rst suitcase, he/she has to write their personal reply to the question: what have I brought here? (e.g. some skills, some experiences, some motivation). In the second suitcase he/she has to write their personal reply to the question: What would I like to take from here? (e.g. skills, knowledge, ideas for projects, etc.). After a time of personal work (15 min), in each team, participants explain their ‘luggage’ to others and then all ‘luggage’ are put on a wall so that the participants can read and comment.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
11
Planning the exploration The purpose of this planning is to get an agreement between the module trainer and each team about what they are going to achieve and how it will be an active discovery experience. The trainer can provide a range of exploration ideas based on accessibility from the SW Base or allow participants to choose their own ideas based on the suggestions above and their knowledge of the local area. The exploration plan should include: •
Aim(s) of the exploration.
•
Questions to be answered.
•
Equipment required for sampling, recording, observing as well as other equipment mandatory for the activity (first aid kit, appropriate weather clothing, etc.).
•
Location of the exploration.
•
Getting to and moving about the exploration site. Will this be by foot, bus, cycle, car, 4WD, boat or canoe?
•
Rendezvous point and times, emergency contact procedures.
•
Identify specialist technical or practical input required.
The trainer should determinates prior to the course if equipment such as Wellingtons, wet weather gear, fi rst aid kits, mobile phone or hand radio, etc. will be provided or will brought to course by the participants. Expert assistance Listed below are some key concepts that participants will find useful when working with their local communities on issues related to environment, development or peace. Expert assistance should be sought to run practical and interesting sessions on these topics. As a suggestion, participants could be asked to investigate one of the key issues in their exploration workgroup, with expert assistance, and develop an activity for the rest of the course that allows the other participants to gain an understanding of the key concepts. The purpose of involving technical/ practical experts in the exploration is to enhance the exploration experience for participants by providing some guidance on how to analyse and process the information that is discovered during the exploration. This guidance should be provided in way that is practical and of interest to the participants rather than being a classroom teaching exercise. This form of expert involvement can be achieved by placing experts in the fi eld at sites where participants can access them during the exploration. The trainer should spend time with the experts prior to the course to develop an appropriate plan of how best to integrate the expert knowledge with the spirit of discovery. Below are a few suggestions of where a trainer can find people with technical and/or practical expertise in the issues being dealt with through the exploration phase of the discovery: •
Schools, colleges and universities
•
International organisations conservation related groups
•
Utility companies/agencies
•
Government offi cials
•
Social services
•
Police offi cers
•
Trade union representatives
•
Local community contacts such as cultural elders, religious minister, interest group or club, local library.
and
non-government
organisations,
particularly
environment/
Environment An over-arching concept fundamental to participant understanding of environmental issues is that the environment does not only mean national parks or other protected areas. These areas represent part of the environment that humans have given some special protection status. Equally important is the understanding 12
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
that the environment is all around us every day and that there are environmental issues affecting these everyday environments as well as issues which threaten the special environmental features of protected areas. Topics to be discussed might include: •
Understanding ecosystems, habitat and Biodiversity
•
Wetland functions and values
•
Understanding catchments systems and links between land and water
•
Greenhouse gases and the ozone layer
•
Environmentally sustainable transport
•
Effects on the landscape of intensive mechanised agricultural production
Development An over-arching concept fundamental to participant understanding of development issues is that development depends on a large number of factors: •
Capacity of investment,
•
Level of education,
•
Rate of unemployment
•
Transport system,
•
Energy and primary resources,
•
Level of democracy and the possibility to control decision- makers.
Peace People willing to work on confl ict issues must understand that the confl icts cannot be avoided; they are part of life. The issue is to fi nd other ways than violence to manage and solve them. A useful model to analyse confl icts is the triangle ‘People– Problem – Process’ People •
Who are the individuals and groups directly involved?
•
Who will be affected by or can infl uence the outcome?
•
What leadership and structure does each group have?
•
How does each view the situation?
•
How is each affected?
•
What particular feelings, issues, etc. characterise each?
•
What are the main discrepancies in perception?
•
What communications, connections, and links does eachhave with the other?
Problem •
What have been the sparking issues?
•
Is there a historic pattern to the interaction of the groups or individuals?
•
What is the process that each would want to follow?
•
As the confl ict developed, what additional problems or issues emerged?
•
What degree of polarisation is there between each party?
•
Which activities of each party have intensifi ed the confl ict in the past, and which are intensifying it at present?
•
What role do more moderate individuals and groups have?
•
How do the parties communicate? (and when, why, how often, and with what results)
•
What miscommunications occur? (including distorted perceptions, stereotypes, etc.)
•
How could communication improve?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
13
Process
14
•
What are the interests, needs and values of each party?
•
What do they propose to pursue to meet them?
•
How incompatible are their interests, needs and values?
•
How incompatible are their proposed solutions?
•
What shared basic needs underlie the confl ict? (Security? Self-esteem? Food? Rights? Land? Etc.)
•
What are the minimal essential outcomes each party might be satisfi ed with?
•
What are the basic areas of agreement and disagreement?
•
What resources are there for dealing with this confl ict? (Within the parties? Outside the confl ict?)
•
What stage has the confl ict reached? Is it ripe for resolution/transformation?
•
Another form of confl ict-analysis developed in some workshops concentrates on unequal power structures.
•
One common cause of confl ict is a perceived unfairness in the structure of relationships within and between societies. For example, unjust distribution of resources, lack of access to land, housing, education, government, employment, lack of rights and representation can contribute to confl ict.
•
Confl ict may result from people becoming aware of these structural inequalities and seeking to correct them.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Implementing the Exploration Environment Exploration ideas: •
Energy effi ciency in the training centre/local scout facility.
•
Power generation and opportunity for renewable sources.
•
Greenhouse gas emissions from training centre/local scout facility or team members lifestyle.
•
Surface or groundwater pollution hazard identifi cation and sources in the area (urban, rural or conservation area).
•
Water use effi ciency of land-uses for rural landscapes or industrial/household water use for urban areas.
•
Local waste disposal facilities and capacity, investigation of waste and waste minimisation, recycling strategiesand practices for the training centre/scout facility, local community or industry.
•
Habitat and/or species investigation within a local conservation area. Investigation of a local zoo to determine if a zoo or botanic garden is an effective tool for species conservation compared to natural habitat conservation options.
•
Explore a rainforest and identify how the biological diversity is threatened.
•
Discovering the danger of forest fi res.
•
Habitat conservation investigation of a rural landscape.
•
Survey of existing transport within the training centre area and examination of environmentally friendly transport options.
•
Land use investigation of a conservation area.
•
Overgrazing of a rural landscape site.
•
Identifi cation of environmental issues associated with visitor use of conservation areas.
•
Soil erosion or riverbank erosion investigation
•
Discovery of the issues surrounding desertifi cation as a form of land degradation
•
Discovering wetland ecosystems
Exploration starter questions (Source: Opie, F. 1993. The Global Scout. Scouting for Nature and the Environment) The questions below are provided as a guide for groups to get an idea of the type of questions that can help them to explore an area. It is important that participants do not spend the whole period of exploration writing answers to the questions. They need to take the time to observe, sense what is happening around them and undertake practical collection of information that might help to answer questions after the analysis session. That is why it is important to establish an exploration plan that is agreed upon between the module trainer and the team, so that the discovery experience and practical exploration is not lost in the academic task of writing answers to questions. Urban environment exploration •
Do many or few people live here? Area any groups missing from the streets, for example men or women, young people, the middle-aged or elderly?
•
What are the houses built from?
•
What do the houses tell you about the prevailing climate?
•
What is the main purpose of this town? Does it serve a particular community, for example farmers, fi shermen, miners, tourists, factory workers etc...? What goods are moving into and out of this S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
15
town? Is there a working railway station or harbour? Are some people doing nothing? What do these people do with their spare time? What sorts of people live here? •
Are there any old buildings in the town? Are they well cared for? How old are these buildings? Did something special once happen here that people want to remember?
•
Is there a graveyard in the town? How long have people lived in the town? What health problems have they experienced? Did anyone famous live here?
•
Are there signs that this town is experiencing some problem? Is everyone employed? Are there any neglected houses? Are there any neglected gardens? What do the elderly do with their time? Where do the children play? Is transport a problem? Are there too many cars or trucks? Is parking a problem? Is there a pollution problem? Is there a space problem, for example overcrowding? Is there a vandalism problem? Is there a drainage orflooding problem? Is there a sand or dust problem?
•
Would you like to live here yourself? If so, why/why not?
Coastal environment exploration •
Is the sea deep or shallow here?
•
Are there any sheltered bays?
•
Is there a safe place to land or launch a boat, for example a jetty?
•
What sort of people uses this shoreline?
•
How do people who live here use the sea? Are there any signs that the shore was once used in a different way?
•
What cargoes might pass ships be carrying? Do ships pass regularly, or infrequently?
•
How far does the tide reach up the shore? How does this affect people? How does it affect road and house design?
•
How dangerous is this shore in stormy weather? Where does the onshore wind blow most fi ercely? Is there a shipwreck or memorial plaque nearby? Is there a lifeboat/ sea rescue/coastguard station nearby? Is the shoreline fitted with erosion control/sea defence structures?
•
Are the local people proud of their environment? If so, how do they show this? Did something special once happen here that people wish to remember?
•
Is there any sign of damage to this place? Are there limpets, mussels or barnacles growing on the rocks? Do fishermen use this area? Are there any old ruins on or near the shore?
•
Is there any litter on the beach? If so, does it come from the land or form the sea? Are there garbage bins on the beach?
•
Are there any dead animals or skeletons on the beach?
•
Does the beach vegetation show signs of damage by cars or motorbikes?
•
Are there any signs of sand blowing inland?
•
Is there any sign of a fi re in the area?
Rural landscape exploration
16
•
Do people come here? If so, how do you know? How do they get here? How often do they come?
•
What is the land use in the area? Recreation, forestry, farming, reserve or a combination of these? How long has the land been used in this way?
•
Does anyone live nearby? If so, what problems had to be solved when houses or roads were being built, for example site, weather, water, snow, heat, and building materials?
•
Does the name given to a place tell a story?
•
What sort of people could live here successfully?
•
What seems to be very important to them now?
•
How dependent would they be on people in the nearest town?
•
What else could this land be used for?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
•
What type of food production is undertaken in the area?
•
What problems are these people likely to experience in a year?
•
Are there any signs of damage to surroundings? Are the streams running clear? Is there silt in the river? Are there dust clouds about? Are there signs of fl ooding? Are there signs of erosion and gullies? Are there many stones on the surface? Are there any trees about? Are there any birds of prey using the area for habitat?
•
Are there any signs that people are trying to deal with the environmental problems?
Industrial area exploration •
What is this area used for and what is produced here?
•
How important are the products that are made here? Are they essentials or luxuries? How many people work here? Are they looked after well? How did they come to thi place?
•
Are raw materials being processed into something? If so, where do these materials come from, and where are they stored before use?
•
How are the products transported out of the area?
•
What are the roads like? Are there potholes, patched roads, tire tracks on the footpath, traffi c congested fumes?
•
Why are the products being made here? Are they needed locally? Is labour cheap here? Is the environment less sensitive here?
•
Are local people better off because of this industry? If so, in what way?
•
How does the industry cope with the waste it produces? Are smokestacks fi tted with pollution reduction gear? Could there be a health risk to people working here? Could there be a health risk to people living in the vicinity of this industry? What is the greenhouse gas contribution of the industry to the atmosphere? Is water used in the production process? What happens to the water after use? What does the nearest river look like? Are there any clean-water life forms left in the river? Is the river’s water clear, colourless and without odour? Does anyone nearby use this water? Are any solid wastes stored at this site? What happens to the solid waste? Is there any evidence of pollution? Who pays for the cost of preventing pollution or cleaning up after pollution? Who should be paying? How would the cost of mitigating pollution or cleaning up after pollution impact on the cost of the product to the consumer?
•
What happens to the products this factory makes when they are no longer needed? Where do they go, and how long do they last in the environment?
•
How could you help to make people aware of the need to clean up any pollution?
Natural area exploration A natural area could be a mountain, forest, a river, floodplain, hill slope, woodland, swamp etc... •
Which way does the ground slope? Which way will water run? Where would you expect to fi nd a stream or still water? Where would you expect to see signs of soil erosion? Is the water clear or salty? Are any rocks exposed?
•
What plants exist at the site? Are there arid zone plants or alpine zone plants, grassland, heath, scrubland, wood, forest? Is the site above the snow line?
•
What kinds of animals will use this area as habitat? Will food be a problem for wildlife in this area? Are there safe places for wildlife to rear young?
•
Which animals will be most abundant? What evidence of animals can you fi nd? Nests burrows, droppings, tracks, and half-eaten food.
•
What signs of humans can you see? Exotic plants, pest animals, harvesting of native plants (including cutting) or animals in the area?
•
Do reeds and rushes grow? Do trees or ferns grow?
•
Have you found any deep leaf litter?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
17
Implementing the exploration Development Exploration Ideas •
A rural area where farms are too small to compete with industrialised agriculture. Young people are leaving the area to go to large cities. The population is aging and the conditions of life are becoming diffi cult: lack of transport, lack of social services, and lack of health services.
•
An urban area where a lot of migrants are living. It has become a sort of ghetto concentrating a lot of social problems: unemployment, juvenile delinquency, poor housing, discrimination, etc.
•
A shantytown, which has grown due to the arrival of, many farmers and their families chased from rural areas by drought. Poor hygiene, pollution, many health problems (HIV/AIDS and malaria), unemployment and street children.
•
An area where the only resource, except farming, is tourism. The economic inequality between those who are living from tourism and the farmers is increasing. Prices are booming while the average salaries are still low.
•
An old industrialised area with a high rate of unemployment because the former big steel works have been closed, as they were no longer competitive. The local government tries to attract new industries but the school system is not very effi cient and there is a lack of trained manpower.
Exploration starter questions Population, employment and economic situation •
Do many or few people live here?
•
What is the composition of the population? Many children or few? Many aged people or few? What is the proportion of people between 15 and 26?
•
Are any groups missing from the streets, for example men or women, young people, the middleaged, the elderly?
•
Are there several ethnic groups or different communities?
•
What are the main resources in this area? The main economic activities?
•
Is the economy stable, weakening or growing?
•
What is this area used for and what is produced here?
•
How important are products that are made here? Are they essentials or luxuries?
•
Are there big or small factories? How many people work here?
•
What are the things being made here? Are they needed locally? Is labour cheaper here? Is the environment less sensitive here?
•
Arthere signs that this area is experiencing some problems?
•
Is everyone employed?
•
Are they signs of inequality between various segments of the population?
Housing and environment
18
•
What kind of houses are people living in?
•
What state are the houses in? Are there any neglectethouses?
•
Is there a litter problem?
•
Is there a pollution problem?
•
Is there a space problem, for example overcrowding?
•
Is there a drainage or fl ood problem?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
•
Would you like to live here yourself? If so, why?
Conditions of life and health •
Is there a system for delivering clean water?
•
Is there a system of waste management?
•
Is there a health care system (dispensaries, clinics, etc.)?
•
Is there a system/plan for child immunization?
•
Is there a security problem in the area (aggressions, burglary, street gangs)?
•
Do you think there are many health problems in the area? What are they (alcoholism, tobacco, drug, HIV/AIDS, tuberculosis, other diseases...)?
Schooling and education •
What kind of schools exists in the area? Primary? Secondary? Colleges or universities?
•
Is there problem with access to schools for children and young people?
•
What is the proportion of children under 16 at school? Is it the same for any segments of the population?
•
How do people evaluate the quality of the school system?
•
Are there opportunities for vocational training? Are those opportunities in line with the job market locally?
Participation and empowerment •
Are there any signs that people are trying to cope with their problems?
•
Are there voluntary organisations working on improving the conditions of life?
•
Is the population represented in the decision-making processes of the local administration?
•
Are there any signs that people are trying to cope with the development problems existing in the area?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
19
Implementing the Exploration Peace Exploration ideas: •
A locality where a specifi c ethnic community is victim of prejudices from the majority of the population and suffers from marginalisation and exclusion
•
A locality where most of the population is employed in a large factory, which is at risk to be closed as it is no longer competitive.
•
A countryside where farmers and shepherds are in dispute over the land.
•
A quarter or a school where gangs of young people are acting violently toward people.
•
A refugee camp where people have left their country due to war or violence.
Exploration starter questions Conflicts •
What’s going on that’s visible? What have we seen? What have we felt? How do we react?
•
Who is living in this area? Are the people living here from the same origin?
•
What problems are these people likely to experience? Disturbances? Anger? Vandalism? Prejudices? Are some
•
groups discriminated against?
•
What feeds this? Is it suspicion, insecurity, lack of trust, feeling threatened
•
What causes this? What patterns keep it intact? What is it all rooted in? Is it victims, justifi cations, refl ex responses, past experiences, others to blame
Crisis management
20
•
How to cope with the crisis? What tools are available?
•
What should be changed? What is missing? How can the change be implemented? Can we use trust, mutual respect, group cohesion, communication, rules and boundaries, non-threatening environment
•
Are there any signs that people are trying to deal with their problems?
•
What can be done to change the obstructive patterns of behaviour?
•
Would you like to live here yourself? If so, why/why not?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Reflecting and Reporting Each team has to refl ect on the exploration experience and define some outcomes. The refl ection activity works by identifying what they most remember from the exploration, reflecting on that experience, interpreting the experience and making a decision on what should happen next. This helps to set the scene for the next phase of the module and gets the participants thinking about what can be done. The reflection activity should be completed in 20 minutes.
Reflecting Questions •
What do you remember most about the exploration?
•
What are some key ideas to come out of the exploration?
•
Were you surprised by what you discovered?
•
What was the high point of the exploration for you?
Interpretation •
What was the exploration all about? What were thespecialists saying?
•
What issues does the exploration bring up for you?
•
What are some of the unanswered questions that could be investigated?
•
What can we do about the issues?
•
What actions can we take?
•
What would be our fi rst step?
Reporting After the refl ection exercise, each team will prepare an exhibition to be shared with other teams. By exhibition, we mean: •
A summary of the outcomes on large sheets of paper
•
Drawing and photos
•
Visual presentations (PowerPoint)
•
Tape-recorded interviews
•
Etc.
All these materials will be presented in an attractive way on the walls of a large room in order to facilitate exchanges and sharing of information between the various teams. Each team will take the fl oor and present its outcomes and then a facilitator will help the participants to summarise their conclusions.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
21
Resources For environmental issues •
www.unep.org
•
www.ramsar.org
•
www.wetlands.org
•
www.worldbank.org/depweb/english/modules/environm/water/index.html
•
www.epa.gov/watertrain/#watershed_ecology
•
www.epa.gov/owow/wetlands/facts/contents.html
•
www.groundwater.org
•
www.deh.gov.au/land/pressures/fi rewood/woodlands.html
•
www.ran.org
•
www.therainforestsite.com/
•
www.rainforest-alliance.org/
•
www.managingwholes.com/overgrazing.htm
For development issues •
www.globalissues.org/TradeRelated/Poverty.asp
•
www.isp.msu.edu
•
www.unhchr.ch
•
www.toolkitparticipation.nl/news/24
•
www.esdtoolkit.org/
•
www.wiram.de/toolkit/navigation.htm
•
www.unmillenniumproject.org/html/about.shtm
•
www.humanityquest.com
•
www.aeidl.be
For peace issues
22
•
www.sustainable-peace.org/content/fr_home.html
•
www.peaceeducation.com/
•
www.un.org/cyberschoolbus/peace/index.asp
•
www.ariga.com/peacewatch/educ.htm
•
www.cincinnati-peace.org/
•
www.peace.ca/africa.htm
•
www.uwm.edu/Dept/Peace/pec.html
•
www.tc.edu/PeaceEd/
•
www.epec.org/
•
www.haguepeace.org/
•
www.worldgame.org/
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Managing Emotions Handout Attack and Avoid Description A group exercise introducing assertiveness, looking at aggressive and defensive behaviour. Objectives •
To gain an understanding of what unassertive behaviour is.
•
To recognise the kinds of behaviour which are familiar to us.
•
To remind ourselves of verbal and body language clues, which warn us of an attitude or type of behaviour in others.
•
To notice these signs in ourselves and use them as an opportunity to recognise what kind of response we are likely to use and check that it is appropriate.
Process Step 1 (5 min.) Ask participants to fi ll in the ‘Attacking and Avoiding’ handout (see below). How often do they fi nd themselves responding in any of the ways listed on the sheet? Step 2 (1 min.) Show where the line is drawn between attacking and avoiding behaviour (between Revenge and Withdrawal) and ask everyone to note whether their behaviour is more frequently one or the other. Are their ticks concentrated in the upper half (attacking) or the lower half (avoiding)? Step 3 (2 min.) Brainstorm the word attack, and then the word avoid, allowing one minute to each word, with the focus on what they mean for the participants. Use a separate large sheet of paper for each of these two words. Use only half of the sheet at this stage, as you will need space later on. Step 4 (3 min.) You have determined what behaviour each word denotes. Ask individual participants to think of one personal reason why they would behave in each of those ways. Under the heading ”Why?”, record responses on the appropriate brainstorm sheet. (If you have a large group, you could take a sample.) Step 5 (3 min.) Ask individuals to consider how each of these behaviours would be expressed – what they would say, how they would say it, and how they would express it physically. Under the heading How?, record the responses. Step 6 (3 min.) Ask everyone to think of one word or phrase that they use when either avoiding or attacking, whichever is their most frequent behaviour. They should consider how it is said and the body language, which accompanies it. An example of avoiding behaviour could be ‘It doesn’t matter’, said in a way, which indicates that it does matter, and accompanied by shrugging shoulders and turning away of the head.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
23
Step 7 (7 min.) •
Ask somebody to give his/her behaviour as a practicalexample. You might point out how the effect of what they say is very largely dependent on what they do – their body language.
•
With the ‘It doesn’t matter’ example, you could suggest that they try using the phrase without shrugging their shoulders, and looking straight at the person they are speaking to. This will often have an effect on what they say and the message that is being communicated. In this example, the person may fi nd that when they stop shrugging their shoulders and look straight ahead what they actually want to say is ‘It does matter’.
•
In groups of three, get everyone to give their example while the other two in their group offer suggestions about how they might alter their body language to make their response an assertive rather than an attacking or avoiding one.
Step 8 – Feedback and discussion (6 min.) •
What signs can help us to recognise and even predict others’ behaviour?
•
What signs can we learn to recognise in ourselves which warn us that we are embarking on an unassertive approach?
•
How can we alter our pattern of reacting and begin to learn a new response?
•
How does it feel to change your body position?
Note: Assertiveness has as much to do with body language as with what we say. And what we say is often unconsciously influenced by our own body language. If we adopt defensive physical postures, we are unlikely to speak assertively. On the other hand, if we adopt assertive body language, this can make it easier for us to speak assertively. An assertive response is a centred response. We are balanced – not leaning forward in an attack mode, not teetering backwards in an avoiding mode. Although most of our confrontations are verbal rather than physical, there are often visual signs, even if they are tiny, of our body going on the attack or the defence. This exercise is a step towards using the signs we get and building up a desired response rather than an immediate reaction.
24
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Attacking and Avoiding Behaviour
Rarely
Sometimes
Frequently
Nagging Shouting Interrupting Exploding Warning (If you dont do this!) Correcting (Look at the fact) Persisting (I am right!) Insulting (Yout pathetic!) Sarcasm Revenge (I’ll get you back for this!) Withdrawal Sulking in silence Taking it out on the wrong person Declaring that you are being unfairly treated Talking behimd someones back Trying to forget about the problem Feeling ill Not wanting to hurt the other person Feeling low and depressed Being polite but feeling angry
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
25
Managing Emotions Handout Facing projections from others Description Paired role-play exercise focused on facing anger and projection from others. Objectives •
To explore what underlies expressions of hatred and bigotry.
•
To develop strategies for facing anger and projection from others with greater confi dence.
Process Step 1 (10 min.) •
Prepare ‘Points of view cards’ (see below).
•
Put participants in pairs and ask them to decide who is A and who is B.
•
Give each pair one card. Partner A takes on the point of view and begins a conversation with B along those lines. B listens to what A has to say, and tries to fi nd out what needs and fears lie at the root of it. A should take on the point of view with all their imagination, using every argument they have ever heard, and trying to get into the shoes of someone who really does hold that view.
•
B should listen carefully, questioning and probing, and try to identify the real problem underneath what A is saying.
Step 2 (10 min.) •
Feedback in pairs.
•
Did A feel that B was reaching something close to thetruth?
•
What questions were most revealing?
•
What tactics were effective?
•
How did each feel in their role?
Step 3(15 min.) •
Pairs join up to form groups of four.
•
Ask each group to draw up a set of guidelines (similar to the example at the end of this exercise) for use when facing someone else’s projection, in the form of bigotry, prejudice, hate or aggression.
•
What does the individual on the receiving end want to achieve?
•
How do they react?
•
What do they say?
•
It will help participants to use their experience of step 1, concentrating on how successful the questioning process was, and which tactics and approaches had effect.
Step 4 (15 min.)
26
•
In the same groups, each group chooses a ‘Point of view’card to work on.
•
Two members of the group take on the viewpoint.
•
The other two work together, following their guidelines, totry to get to the root of the comments.
•
Allow fi ve minutes for preparation, fi ve minutes for the role-play, fi ve minutes for feedback within S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
the groups. Step 5 – Feedback and discussion (10 min.) •
What guidelines could you use in your working environment?
•
How could they infl uence your work?
•
How can we fi nd out whether the anger we are feeling towards someone include projections?
•
What guidelines could we employ in order to check ourselves?
Notes: The sharing and feedback is important, and can give participants practical ideas to take away with them. It is important to fi nd out if any participants found the contentious point of view upsetting. Their feelings can be shared with the group. In this way awareness of these issues is heightened.
Points of view cards RACIST
RACIST
They’re taking all our homes and jobs. Why There’s a genetic difference between black don’t they just go back where they came and white, which explains why we are simply from. not equal. SEXIST
ANTI-DISABLED
Equal opportunities are all very well, but as soon as you give a woman a position of responsibility she leaves to have a baby. ANTI-GAY
They make me feel awkward. I don’t feel like eating. They shouldn’t be allowed in restaurants if they can’t feed themselves. ANTI-UNEMPLOYED
They can do what they like in their own They’re all losers. There are plenty of jobs. homes, but I’m not having them teach my They’re just too lazy to go and look. children.
1. Allow the anger and emotion to come out. 2. In an outpouring there is little point in Don’t try to arrest it. meeting the emotional point of view with facts. They will not be heard until the roots of the anger are addressed. 3. Listen carefully. Feed back what you 4. Remember that reasoned argument will are hearing and how you interpret it. For reach unhearing ears. example: ‘It seems to me that you’re angry about the thought that black people get better housing than you’.. This process could be developed into an exploration of the protagonist’s insecurities, needs and fears 5. Acknowledge your own boundaries to yourself, such as how much insulting language you can take. Once you have established that you are not going to preach, you might be able to state what is acceptable and unacceptable to you without being felt to be judgmental. S c o u t s
o f
t h e
Wo r l d
6. Offer personal disclosure if and when appropriate, allowing the other individual to see you as a fallible human being with your own needs and fears
A w a r d
A c t i v i t y
S h e e t s
27
Managing Emotions Handout Managing anger (1) Objectives To explore what lay beneath an instance of personal anger. Anger and hurt are often two sides of the same coin. It is an important step in facing the anger of others to know what lies beneath our own anger. This exercise is a way of discovering some of the hurt, needs and fears underlying a personal experience of extreme anger. If we can identify the fears that lie at the root of anger (either our own or others’), we can begin addressing those fears rather than remaining caught up in the outward emotion. Materials Flip-charts and pens Duration 45 min Process Step 1 (5 min) Form several groups of 3-4 young people. Ask everyone to think about a situation where they felt really angry and to share this situation with the others members of their group. Then they have to write down on the fl ipchart one of the situations they have shared. For example: “I felt angry when my contribution in a meeting was ignored”. Step 2 (5 min) Explain that a layer of hurt very often underlies anger. Ask each group to discuss and fi nd out the hurt behind the anger in the situation they have selected. They have to write down on the fl ip chart a sentence explaining this hurt. For example:“I felt hurt because it seemed that nobody valued my opinion.” Step 3 (5 min) Explain then that the reason for the hurt is often an unmet need. Ask every group to write on the fl ip chart a sentence covering their needs in the same instance. For example: “I need to be accepted and valued by my peers”. Step 4 (5 min) Explain then that alongside the need are often fears. Ask participants to think about what fears might have lay behind their anger and write a sentence about them. For example:“I have a fear that I won’t be able to win my peers’ respect”. Step 5 (25 min) Bring everyone together again. Each group presents the results of its work. Comments and complementary information are exchanged. Ask for feedback: if anyone has had diffi culty with the exercise, other can help him unravel his/her feelings. Complete with some questions: What is the value of understanding the substructure of anger? In what ways could it help you in dealing with your peers? With your family? This exercise may be completed by Managing anger (2).
28
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Managing Emotions Handout: Managing anger (2) Objectives •
To practice using the steps presented in Managing anger (1).
•
To practice receiving someone’s anger and helping them transform it into a constructive action.
•
To practice receiving constructive feedback
Materials Flip-charts and pens Duration 45 min Process Step 1 (10 min) Ask participants to think of a time when someone unleashed their anger on them. How were they approached? What was said? How did they respond? What do they think their hurt, needs and fears were? Step 2(5 min) Ask participants to share this remembered situation with a partner. They will then assume the role of the person who unleashed their anger on them. The partner will attempt to locate this character’s hurts, needs and fears. Then they switch places. Step 3 (5 min) Explain then that the reason for the hurt is often an unmet need. Ask every group to write on the fl ip chart a sentence covering their needs in the same instance. For example: “I need to be accepted and valued by my peers”. Step 4 (5 min) Explain then that alongside the need are often fears. Ask participants to think about what fears might have lay behind their anger and write a sentence about them. For example:“I have a fear that I won’t be able to win my mates’ respect.“ Step 5 (25 min) Bring everyone together again. Each group presents the results of its work. Comments and complementary information are exchanged. Ask for feedback: if anyone has had diffi culty with the exercise, other can help him unravel his/her feelings. Complete with some questions: what is the value of understanding the substructure of anger? In what ways could it help you in dealing with your mates? Within your family?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
29
Challenging prejudices Eurorail Objectives •
To challenge participants stereotypes and prejudices about other people and minorities
•
To refl ect on the perception of minorities that different participants have
•
To raise self-awareness about the limits of tolerance
•
To confront the different values and stereotypes of the participants
Materials •
Copies of the activity sheet for each participant.
•
A pencil for each participant.
Duration 120 min Process Step 1 (10 min) •
Give a copy of the activity sheet to each person.
•
Briefl y describe the scenario (see documentation below) and tell them to read the description of the people travelling on the train.
Step 2 – Individual work (15 min) Now ask each person individually to choose the three people they would most like to travel with and the three they would least like to travel with. Step 3 – Group work (45 minutes) •
Once everybody has made their individual choices, ask them to form into groups of 4-5 and to:
•
Share their individual choices and the reasons for them.
•
Compare their choices and reasons and check where three are in common.
•
Come up with a common list (the three pluses and the three minuses) set up by consensus.
Step 4 – Reports in plenary (20 minutes) In plenary, ask each group to present their conclusion including the reasons for their common choices. They should also say in which cases there was the biggest disagreement within the group. Step 5 – Debriefi ng and discussion (30 minutes) The debriefi ng and discussion will be based on the groups’ reports. Comparing the different results is good way to introduce the discussion. You may continue by asking questions such as:
30
•
How realistic are the situations presented?
•
Has anyone in the group experienced a similar situation in real life?
•
What were the major factors that determined your individual decisions?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
•
If the groups did not manage to reach common conclusions, why was this?
•
What was the most diffi cult?
•
What factors prevented you coming to a consensus?
•
Which stereotypes does the list of passengers evoke?
•
Are the stereotypes in the descriptions given or in our minds and imaginations?
•
Where do we get these images from?
•
How would it feel to be in a situation in which nobody would want to share a train compartment with you?
Tips to the trainer Be aware that the list of passengers enclosed is very long and makes it diffi cult for the groups to come with a common list, consequently you may require more time for both the individuals and the group part. If you wish, you may reduce the list to a maximum of 10-40 passengers and adapt it to the local or national situation of the group you work with. It is very important that some of the passengers description correspond to minorities which are familiar to the group including ‘invisible’ minorities such as homosexuals, people with disabilities, someone who is HIV-positive, etc. In many cases the groups will not manage to come up with a common list. Do not emphasise this aspect of the activity especially as it may lead to a false consensus. It is equally interesting to check why it is diffi cult to reach a consensus on the matter like this. It is important for everyone to respect each other’s opinions and not attack people for their personal views. If someone’s seem choices doubtful it is more relevant to discuss the reasons, which lead to particular choice, rather than to question personal decisions. In fact both the participants, you and the facilitator, will be in very diffi cult positions: it is very easy to turn this activity into a condemnation session! For this reason beware not to let the discussion develop into‘who has got the least prejudice?’ but rather build on thefact that we all have prejudice. It is also important to discuss and explore the fact that the description of the passengers is very brief, we know little about the personality or background of the people. But is that not the way we normally react to information in newspapers and television and in conversation or when meeting people for the fi st time?
The Scenario You are boarding the ‘Deer Valley Express’ train for a weeklong ride from Lisbon to Moscow. You are travelling in a couchette compartment, which you have to share with three other people. With which of the following passengers would you prefer to share with? •
A Serbian soldier from Bosnia.
•
An overweight Swiss fi nancial broker.
•
An Italian disk jockey that seems to have plenty of money.
•
An African woman selling leather products.
•
A young artist who is HIV-positive.
•
A Roma man (Gypsy or traveller) from Hungary just released from jail.
•
A Basque nationalist who travels regularly to Russia.
•
A German rapper living a very alternative life-style.
•
A blind accordion player from Austria.
•
A Ukrainian student who doesn’t want to go home.
•
A middle-aged Romanian woman who has no visa and a 1-year-old child in her arms.
•
A Dutch hard-line and aggressive feminist.
•
A skinhead from Sweden ostensibly under the influence of alcohol.
•
A wrestler from Belfast apparently going to a football match.
•
A Polish prostitute from Berlin. S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
31
•
A French farmer who speaks only French and has a basket full of strong cheese.
•
A Kurdish refugee living in Germany who is on his way back from Libya.
Instructions Individually select your three fi rst choices of the people you would like to travel with and the three you would least like to travel with. You have 15 min to do this. In groups share your choices of the 3 best and the 3 worst companions and discuss the reasons which led to your decision. Then try to come to a consensus on a common list of the three most favoured and the three least favoured companions.
32
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Conflict Resolution and Mediation Mediation in daily conflicts Objectives •
To introduce young people to a structured way of resolving interpersonal confl icts that is applicable to a variety of situations.
•
To train young people in using a simple mediation technique.
Materials •
Flip-charts and pens.
•
Copies of the Six-Step-Problem-Solving sheet (see documentation below).
Duration 60 min Process Step 1 (5 min) Two volunteers are chosen to role-play a confl ict, for example from the list below: •
John is trying to study at home; his sister wants to listen to the radio and has turned it up loudly.
•
Jim ridicules Karim, who comes from a different country by speaking with an exaggerated accent.
•
Jane has let her best friend borrow a book that was a special gift; when the friend returns the book, it is dirty and two pages are torn.
•
Diana wants to do volunteer work for an organisation that helps the poor, but her parents will not permit it.
Step 2 (5 min) The two volunteers proceed with the role-play for a minute or two without reaching a solution. Step 3 (10 min) The facilitator then introduces the Six-step problem-solving process using the enclosed handout. Step 4 (15 min) •
Once the participants understand the process, the roleplay is repeated, with two other volunteers helping the two fi rst in confl ict resolve their problem.
•
At the end, the facilitator proposes to the group to evaluate what was done and to fi nd out how the process could have been improved.
Step 5 (10 min) The participants form groups of four to practise six-step problem solving with a different role-play situation. Two participants act out the confl ict, while the other two attempt to help them work through the process. Step 6 (15 min) Finally, the group comes together to discuss the following questions:
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
33
•
What confl icts did you role-play and what solutions did you arrive at?
•
Was the Six-step problem-solving process helpful in finding a solution? Why or why not?
Variation The participants use the problem-solving process in role-plays of confl icts that they read about in books or newspapers, or saw on television. The activity can be used with older participants by creating role-play situations appropriate for their age group. Follow-up Once participants have become familiar with the process through role-playing, it can be applied to actual conflicts that occur in the group. When a third person helps two parties resolve a confl ict through the use of the six steps described in the exercise, the process is sometimes referred to as mediation. Some participants in the group could accept to be specially trained and play the role of mediator when a conflict happens. Source Education for Development, a teacher resource for global learning. Susan Fountain, UNICEF, Hoddet and Stoughton. 1995.
Six-step problem-solving 1. Identify needs “What is it that you need (or want)?“ Each person in the confl ict should answer this question, without blaming or accusing the other person. 2. Define the problem “What do you think the problem is here?” The “mediators“ help to come up with a response that includes both persons’ needs, but does not blame. The persons in the confl ict must agree to the defi nition. 3. Brainstorm the problem “Who can think of a way that we might solve this problem?” Anyone may offer a response. These should all be written down, without comment, judgement, or evaluation. The aim of this step is to come up with as many ideas of solution as possible. 4. Evaluate the solutions “Would you be happy with this solution?” Each party in the confl ict goes through the list of alternatives and says which ones would or would not be acceptable to her/him. 5. Decide on the best solution “Do you both agree to this solution? Is the problem solved?” Make sure both parties agree, and acknowledge their efforts in working out the solution. 6. Check to see how the solution is working “Let’s talk to each other again soon to make sure the problem is really solved.” A plan should be made of how to evaluate the solution. The evaluation may take place in a few minutes, or an hour, or the next day or week, depending on the nature of the confl ict and the age of the people involved. 34
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Negotiation a Win-win Objectives To practise preparing for negotiation. Materials Flip-charts and pens. Duration 60 min Process Step 1(10 min) •
Participants work in pairs. One partner thinks of a situation that he/she would like to change through negotiation. Through their partner, they thoroughly prepare themselves for such a process. Then give this structure to follow.
•
Establish what your needs and fears are.
•
Establish what you think are the needs and fears of the other party are. This can be done by talking through all the possibilities with your partner.
•
Establish what you want from the situation.
•
Decide the best way of getting it.
•
The participants now practice the negotiation process with their partner stating their position clearly to other party.
Step 2 (10 min) The partners swap and repeat step 1. Step 3 (10 min) It would now be a good idea for those who have completed this preparation to share with rest of the group. Their feedback should be extremely brief, clear and precise – that is, needs and fears, what they want and how they will get it. Step 4 (15 min) •
Copies of negotiation guidelines (see documentation below).
•
Ask the partners to work on this together, practising their own negotiation tactics in light of it.
•
How would they adapt these guidelines to their own situation?
•
What is their ideal solution?
•
What would be realistic circumstances?
•
What is their bottom line?
Step 5 – Feedback and discussion (15 min) • •
Do participants now feel prepared for a real negotiation? In the simulation, what was the value of such thorough planning?
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
35
Notes It could be good idea to have two participants role-play a negotiation, with a group of observers to give a large- group feedback. (Extra time would have to be allocated) . A natural extension of this exercise is to plan a large group negotiation. Participants could role-play a management team and an employee team negotiating over working hours and conditions, with some members observing the proceedings. The two teams would then prepare separately and could break to reassess and plan between each phase. The teams would have to give their members clear roles to ensure effective interaction during the process. Before the role-play begins, establish all the relevant details concerning the dispute and the personnel involved.
Negotiation guidelines •
Negotiation is more than reconciliation, negotiation is about achieving an aim.
•
Negotiation is often between two parties who might have different objectives but are willing to agree to a compromise.
•
Negotiation can occur directly between the two parties in dispute, but can also take place through a negotiator who acts as a go-between.
•
All negotiations have common structure.
•
The art of negotiation could be described as “ bargaining to achieve agreement”.
•
Both parties must make realistic offers to set the process in motion. If there is no movement on either side, then both sides lose.
•
If only one party is prepared to move, then you could have a situation where there is a winner and loser.
•
If you move too much without reciprocation, you have nothing left to bargain with.
•
If both sides are prepared to move, then you have the possible basis for an agreement – a compromise. This could result in both parties winning. • There several steps in a negotiation process: Preparation, Discussion, Proposal tabled, Bargaining, Coming to agreement .
•
It is important to establish what your targets are.
•
Test the ground with tentative proposals. See what the response is.
•
Give up what is easy for you in return for what is of value to you.
•
Do not assume that the fi rst thing asked for by the other party is necessarily the most important thing in their terms.
•
The fi nal stage of negotiation is very important. Put the agreement in writing. There can easily be different interpretations of what has been written, so the wording of the agreement is critical.
•
A good way of evaluating your own preparation is to check whether your second-guessing was equal to thei deal solution of the other party.
Source Playing with Fire. Training for the creative use of confl ict. Nic Fine and Fiora Macbeth, Youth. Work. Press.
36
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Mediation: The Power Game Objectives •
To explore the behaviour of the ‘persecutor’, the ‘victim’ and the ‘rescuer’.
•
To explore our own feelings when playing each of those roles.
•
To look at the ways of changing the roles.
Materials •
Flip-charts and pens.
•
Copies of information sheet on The triangle of Change.
Duration 45 min Process Step 1(5 min) Ask the participants to spend a few minutes individually thinking of a time when they have been in the persecutor role, the rescuer role and the victim role. What did their behaviour involve? What kind of language did they use? Step 2 (1 min) In groups of three, ask participants to draw an imaginary triangle on the fl oor, which corresponds to the Power of Game Triangle (see documentation below). One person stands in each position. Each person can play either an adult or a child, but there must be at least one of each in the group. Each participant keeps their character throughout the exercise. Step 3 (3 min) Begin the fi rst round with a discussion. For example, a family might be engaged in an argument about where to go on holiday; or a parent and child and the child’s teacher might be in discussion on the child’ progress. Participants play the role of persecutor, rescuer or victim, according to their position in the triangle. Allow three minutes only. Step 4 (1 min) Allow one minute for participants to jot down feelings and thoughts about their role. Step 5 (3 min) Each participant rotates one place on the triangle, and therefore changes the role they are playing. But everyone keeps their character. So, someone playing a parent and a persecutor in the fi rst round would become a rescuer but maintain the character of a parent. Participants should move around the triangle physically, so that they actually walk towards the their next role. Participants continue the discussion in their new roles, again for the three minutes. Step 6 (1 min) Again, allow one minute for participants to jot downfeelings and thoughts about their role. Step 7 (3 min) S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
37
Participants move to the next position exactly as before, keeping their character but changing their role continue the discussion for a further three minutes. Step 8 (1 min) One minute for refl ection on the new role. Step 9 (10 min) Share the information sheet The Triangle of Change (below). Discuss how the role differs from those in the power game. How might the interaction between the characters change? Step 10 (12 min) •
In the same groups of three, with the same characters, again take up position on the triangle. This time the role of the rescuer is replaced by that of the mediator, whose aim is to transform the roles of victim and persecutor into those of disputing parties.
•
Spend ten minutes with one person in the role of the mediator. The task of those playing the persecutor and victim is, with the help of the mediator, to change their roles into those of disputing parties.
•
Allow two minutes for participants to note any differences experienced as a result of the one changed role. (It is recommended that extra time be allowed if all three are to take on the role of mediator. Twelve minutes will be sufficient time for only one person to take on this role.)
Step 11 – Feedback and discussion (5 min) •
What were the possibilities of changing the power dynamics in the role-play?
•
In the triangular situation at work, what could participants do to change the dynamics?
•
What have they gained from this exercise?
Documentation: The Triangle of Change Often in a power game, it is only one player who decides to change the situation. That individual can transform the whole game. Just as the rescuer can become a mediator, so the persecutor or the victim can put themselves in a position where they can see the dispute as an opportunity for both teaching and learning. Where such change occurs, you no longer have people interfering and instructing each other; you have people interacting. It is no longer a power game. Focus in the scenario can be shifted to look at individual experience of being in one of the three power – game roles and what it would take to transform it - that is, what verbal language, gesture and body language could turn the role into something more constructive. Though opposed in certain obvious ways, victim and persecutor can have much in common. Victims do not like being victims and may turn on a rescuer, blaming them for not having done something well enough, thus placing themselves in the persecutor position and making the rescuer a victim. For example: • Young person (victim): What am I going to do? I’ve got no money and I was sacked from my job last week. • Youth worker (rescuer): I’ll ring up your ex-employers and see what I can do. (Ex-employers will not change their decision) • Young person (persecutor): Think you can help but you don’t do a thing. You’re useless. Persecutor (Bully)
38
•
Says: You won’t ... You mustn’t ... You will ... You must ... It’s your fault...
•
Uses imperative and orders. Language full of blame and threat. Presumes that the victim is always wrong and needs to be corrected.
•
Pays-offs: they often get what they want when shouting.
•
Drawbacks: No basis for respect from others. Often- unsatisfactory relationships with people.
•
Needs within the role: To feel important and powerful. S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Rescuer (Do-gooder) •
Says: You can’t ... Poor you... You shouldn’t have to... You need my help...
•
Uses placatory words. Language full of put-downs towards the victim and admonitions towards the persecutor. Presumes that the victim is inadequate and incapable of self-help.
•
Pay offs: Manipulates power and control.
•
Drawbacks: Insecurity of falling between two camps. Often afraid of losing friends.
•
Needs within the role: To be liked by everyone. To be indispensable to the lives of others.
Victim (Door-mat) •
Says: I can’t ... I’ll fail... I don’t know how... It’s my fault. Uses negatives and denials.
•
Language full of dismissals and self-pity. Assumes inability for success or change.
•
Pay offs: Others take the responsibility. No high expectations to live up to.
•
Drawbacks: Low self-esteem. Powerlessness.
•
Needs within the role: To be looked after to be cared for.
Source Playing with Fire. Training for the creative use of conflict. Nic Fine and Fiora Macbeth, Youth. Work. Press.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
39
Problem-Solving, Decision-Making and Planning The Hydroelectric Plant Objective •
To help young people examine various interdependent factors, which infl uence decisions about development projects, and contribute to their success or failure.
•
To experiment with methods for problem-solving, decision-making and planning.
Materials •
A copy of the Plan for a Hydroelectric Plant for each participant (see documentation 1 below);
•
8 copies of each of the sheets headed Infrastructure, Women, Environment, and Justice (see documentation 2, 3, 4 and 5 below);
•
A copy of the handout ‘Fishbone diagrams’ for each participant (see documentation 6 below);
•
A copy of the handout ‘Force Field Analysis” for each participant (see documentation 7 below).
Duration 2 hours Process Step 1 (10 min) The participants are divided into four teams of six to eight. In each team, they are given copies of the Plan for a Hydroelectric Plant to read. They are told that they are citizen advisors to the national planning commission that is proposing to fund the building of this plant. Projects of this type in the country have failed in the past. Their job is to learn about the specifi c aspect of the development process, and to decide if they approve of the project, based on their specialized knowledge. Step 2 (20 minutes) After they have had the chance to read the plan, two participants from each team are put in charge of fi nding out about infrastructural issues with regard to this project; two are in charge of women’s issues (they may be either girls or boys); two are in charge of environmental issues; and two are in charge of justice issues. The trainer presents and explains the handout ‘Fishbone Diagrams’ (annex 6) and the handout ‘Force Field Analysis’. Each participant receives a copy of both handouts. Step 3 (20 minutes) Young people then form new small groups. All those who are in charge of infrastructure issues meet together, all those responsible for women’s issues meet together, etc. In these new groups, each person is given a copy of the information sheet with the appropriate heading and a copy of the ‘Fishbone Diagrams’ handout. They read this together, and discuss ways in which their particular issue might be taken into consideration in the planning process, using the handout ‘Fishbone Diagrams’. Step 4 (20 min) Young people then return to their original teams. Each pair presents to the team the fi shbone diagram they have done, based on the points discussed in their issue group.
40
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Documentation 1 -Plan for the hydro-electric plan The village of Prima lies along a river in Terrania, a developing country. Most of the women in Prima work as farmers. The food they grow is the basis of the villagers’ diet. Some of the men in the village work at fishing. The fi sh caught in the river add to the diet of the people of Prima. A few fi sh are also sold in markets in neighbouring towns and villages. This provides a small but much-needed source of income. Prima has a primary school. Most of the children in the village start school but not all of them fi nish, as they are needed to help farming, fi shing and housework. At this time, about 70 per cent of the boys and 30 per cent of the girls finish primary school. The number of girls finishing school is gradually increasing. Prima has a small health clinic. Treating water borne diseases is a major part of the clinic’s work. Both the school and the clinic have a telephone and electricity. Homes in Prima are built from local materials. Most lack telephones, electricity, running water and sanitary facilities. People use the river for drinking, washing, and disposal of waste. The primary fuel for cooking is wood, which is collected by the women from the nearby forests. The government of Terrania has decided that the standard of living in Prima could be raised by a project to build a new hydroelectric plant along the riverbank. The construction and running of the plant would provide paying jobs for the men of the village. The plant would also allow every home to have electricity. Any extra electricity produced could be sold to the neighbouring towns and villages and the profi ts would further benefi t the people of Prima. Some fl ooding of low-lying flat lands on the riverbanks and near the village will occur as a result of the hydroelectric plant’s operation. An artifi cial lake will be created upriver from the plant. The river will continue to flow in its present course below the plant, but the flow will be regulated by the plant’s operation. The plans for the plant are sound from an engineering point of view. Most of the funding for this project is coming from an aid organisation based in an industrialised country, and a loan from another industrialised country. Some money is also being given by the government of Terrania.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
41
Documentation 3 - Infrastructure Terrania’s capital city is 200 kilometres downriver from Prima. It is located on the coast, where the river, which passes through Prima, reaches the sea. The capital city is home to the major construction companies and Terrania’s only airport. All supplies for the construction project would have to pass through the capital in order to reach Prima. There are only two dirt roads across rough terrain which connect Prima to the nearest towns and villages. At present, these roads are not maintained well enough to transport heavy machinery and equipment. For the construction to begin, it would be necessary to clear some of the trees in the hilly region surrounding the village and widen the roads. The main way to reach this village is to travel on the river. The river is easily navigable as one travels from the capital city to Prima, until approximately 10 kilometres before reaching Prima. At this point, the river is extremely wide but shallow, only 3 to 4 meters in depth. This can make it difficult, if not impossible, for large cargo ships to reach Prima. Prima has a small docking area, which is used by fishing boats. Telephone and electric services are present in the village, but on a limited basis; the school and the clinic have phones and electricity, as well as the village chief and the owner of the kiosk. The lines are above ground, and are often out of services due to heavy rainfall during three months of the year. Repairs can be slow, owing to the conditions of the local roads. What infrastructure issues must be taken into consideration if the construction of the hydroelectric plant is to proceed successfully?
Documentation 3 – Women Women grow most of the food that is eaten in Prima. The and is not fertile enough to produce extra crops for local sale or export. The women have few tools or equipment, which would make their work more effi cient and increase the amount they grow. The women of Prima use the river water to irrigate their crops. By tradition, women usually do not fi sh. They rely on the men of the village to add to the family diet with fish. There are few other job possibilities for men in the area, so men spend at least some time each day fi shing. The women also use the river for washing clothes, and as a place to collect drinking water. Because the village is located on the river, they presently need only walk a short distances in order to carry out these daily tasks. There are several forest areas located to 2 to 3 kilometres from the village. The women walk there each day to collect wood for cooking fuel. These trees are near the two dirt roads which lead to Prima. Construction of these roads destroyed some of the trees. While there are still enough trees, the women are increasingly aware of the need to protect the supply of wood which remains. Women in the village are also aware of how waterborne diseases affected the health of their children. They are organising in order to look into the ways of ensuring that safe, clean water supplies can be made available in village homes. Recently, the government and non-governmental organisations have worked to increase the number of girls who go to primary school and help them stay in school longer. Adult literacy programmes are also becoming extremely popular among the women of Prima. 16 per cent of the women are now literate. What issues pertaining to women must be taken into consideration if the construction of the hydroelectric plant is to proceed successfully?
Documentation 4 – Environment The river which fl ows through Prima has its source in a mountainous region upriver from the village. The water is clean and safe for drinking water until it reaches Prima. There, the habit of using the river for waste disposal and for washing clothes causes an increase in the levels of bacteria and parasites, as well as some chemical contamination. The flatlands on the banks of the river are the ones which are used by the village for farming purposes. Because they are so close to the river, they are easily irrigated.
42
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
A limited number of trees grow in the hilly region outside the village. Many of these trees had to be cleared to build the two roads which lead to the village. As these trees are source of fuel, they are gradually being used up. As more trees are cut, a great amount of erosion on the hillsides is occurring. Erosion is causing some of the soil from the low-lying farmlands to wash into the river. The river is home to a number of species of fi sh. These fish live more of their life cycle on the parts of the river around Prima and downriver. Once a year, however, some species swim up the river towards its source to spawn in the region of the foothills of the mountains. The fish are sensitive to changes in the river environment such as increased pollution levels, temperature changes, etc. As the population of Prima grows rapidly, resulting in increasing levels of contamination in the river, the fi shermen have noted a small but signifi cant drop in the number of fish caught. What issues pertaining to the environment must be taken into consideration if the construction of the hydroelectric plant is to proceed successfully?
Documentation 5 – Justice A number of groups within Terrania are interested in the proposed hydroelectric plant in Prima. Terrania’s main power company is eager to begin producing electricity in Prima, and supplying it to towns and villages in the region, as this will greatly increase its profi ts. The construction companies in the capital city are competing for the contract to build the plant. At least one of these companies plans to use workers from a neighbouring country, which has a high level of unemployment. These workers will accept lower wages than workers in Terrania. Construction companies in two industrialised countries are also competing for the contract. One of these is in the country which is loaning money for the project, and the other is in the country which is home to the aid agency that is providing part of the funding to the plant. Because they have more modern equipment, they are offering to do the job for less than the construction companies in Terrania can. Many people who live in the towns and villages around Prima are looking for jobs. Believing that construction of the hydroelectric plant will start soon, some families have moved to Prima and are living in temporary dwellings. They hope to be offered jobs when construction begins. It is expected that once approval is given to the project, migration of job seekers to Prima will increase. There are signs that these newcomers are being met with hostility by residents of Prima, who feel that they should be the first to be offered any available jobs. Opposition to the plant is also coming from some residents who fear that the fl ooding caused by the plant will destroy the village’s farmlands and fi shing waters. They are currently in confl ict with others who feel that the plant will provide jobs and facilities, which will raise the standard of living in the region. What justice issues must be taken into consideration if the construction of the hydroelectric plant is to proceed successfully ?
Documentation 6 – Problem Solving Fishbone Diagrams Why use the tool? Fishbone Diagrams help you to think through the various factors or causes of a problem thoroughly. They push you to consider all possible causes of the problem, rather than just the ones that are the most obvious. How to use the tool: Follow these steps to analyse a problem with a Fishbone Diagram: 1. Identify the problem and the major factors involved.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
43
•
Write down the exact problem you face (for example in the ‘Infrastructures team’: “How to transport heavy machinery and equipment from the capital city to Prima”. Write the problem in a box on the left hand side of a large sheet of paper. Draw a line across the paper horizontally from the box. The line should be long enough to give you space to develop ideas.
•
Identify the major factors that may contribute to the problem. Draw lines off the horizontal line (the ‘spine’) for each factor and label it. These may be people involved with the problem, systems, equipment, material, external forces, etc. Try to draw out as many possible factors as possible by using the ‘brainstorming’ technique (members of the group should fi nd as many ideas as possible without criticizing each other. A list comprising all the ideas is made and then, the group select, those which seem to be the most appropriate). Using the ‘Fishbone’ analogy, the factors you fi nd can be thought of as the bones of the fi sh.
2. Identify possible causes. • For each of the factors you consider in Stage 1, brainstorm possible causes of the problem that may be related to the factor. Show these as smaller lines coming off the ‘bones’ of the fi sh. Where the cause is large or complex, then it may be best to break it down into sub-causes. Show these as lines coming off of each cause line. • Example: The quality of the water of a lake is very bad. People doing water activities (swimming, sailing) are complaining. 3. Analyse your diagram By this stage you should have a diagram showing all possible causes and effects of your problem. You can now investigate the most likely causes further. This may involve setting up investigations, carrying out surveys, etc. in order to test whether your assessments are correct.
Documentation 7 : Decision-Making Force Field Analysis Why use this tool? This tool can be used for analysing the pressures for and against change. How to use this tool? Force Field Analysis is a useful technique for looking at all the forces for and against a decision. It can help you to strengthen the forces supporting a decision, and reduce the impact of opposition to it. To carry out a force fi eld analysis, follow these steps: 1.
List all forces for change in one column, and all forces against change in another column.
2.
Assign a score to each force, from 1 (weak) to 5 (strong).
3.
Draw a diagram showing the forces for and against change and indicate the size of each force by a number next to it
For example, imagine that you are the chief of a village in a rural area of Africa deciding whether to equip the village well with a motor pump. You might draw up a force field analysis like one which is on the following page: Once you have carried out the analysis, you can decide whether your project is viable. In the example above, the total of positive forces is equal to the total of negative forces. So, you are not yet decided to go ahead with the project. However, force fi eld analysis can also help you to work out how to improve the probability of success of the project and to identify what actions you have to undertake for that. Here, you have two choices: •
To reduce the strength of the forces opposing the project,or
•
To increase the forces pushing the project.
The first solution is often the best: people can be uncooperative if change is forced on them. If you had to implement the project in the example bellow, the analysis might give you suggestions for a number of
44
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
changes to the initial plan: •
By training a villager as mechanic (increase cost by 1), you could eliminate or reduce the problem of technology dependence (reduce this force by 2). You can also eliminate fear of technology (reduce by 3).
•
By training women in market gardening, you could increase the probability for them to get more income (by selling their products to the market) and to improve the diet of villagers (conditions of life +2). You could then bring a new force: women’s motivation (+2).
•
Increasing the probability of a higher income will reduce the problem of maintenance (it will be easier to buy parts and repair the motor pump if needed (-2)).
Therefore it seems now much more worthwhile to go ahead with the plan but you are also more aware of possible problems and better prepared to avoid them or face them.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
45
Project Development Guide The Scouts of the World discovery provided the chance to explore issues associated with peace, development or environmental issues, to actively investigate these issues and develop an ability to engage with technical and practical expertise on the issue(s). The project development guide will help participants use the discovery experience to create a strategy to engage with the community in working for action on a peace, development or environmental issue. The success of a project relies on the recognition of and interaction with both scout and non-scout resources and expertise (or networking) to effectively recognise community needs and assist with the building of caring attitudes within the community. Extending the discovery experience to a local community peace, development or environment concern can be achieved by viewing the issue and the opportunities for solutions as an action research cycle that involves the community in the generation, investigation and review of outcomes and reinvestigation for a project (see fi gure below).
46
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Personal Vision as a basis for Goals and Action Objective To develop a vision of a world with peace, development and environment in balance and use that vision as the foundation for personal goals. Process Step 1 (30 min) Distribute to each participant the A Story from the Future (see documentation 1 below) and ask them to fi nd a space individually where they are comfortable and can take some time to relax. When they are ready, they read the story and follow the guidelines. Step 2 (30 min) Participants come back in small groups and share the messages they have written.
Documentation 1 - The Story from the Future You are walking along a path (maybe a city or town street or a country lane). The surroundings are familiar and you realise that this is an area you have lived in. However, but you are 150 years into the future. As you look around, you sense that everything is very different. The air is clean, people seem happy, friendly with each other and relaxed. You feel at ease as there is no sense of harm or threat. You take a walk to your favourite area, a personal special place for you. What can you see? How does it feel? What can you hear? You notice another person sitting quietly, nearby and wander over to join them. (Pause) You sit together and talk. You tell this person that you lived in this area 150 years ago and comment on the differences you have noticed. The person laughs and explains to you that the differences are because true peace has fi nally been achieved. There has been global and local disarmament. True equality exists between men and women. Degraded environments have recovered and global environmental threats stabilised. There is no more hunger and poverty or exploitation. (Pause) You feel yourself drifting, very relaxed and happy. You ask the person how this state of balance was achieved on Earth. You realise that you are now being drawn back to your own time as the person you were speaking to gives you a message to take back to that era. (Pause) You bid farewell and drift along now back into the present. You are now aware that you have arrived back in your time, ready to think about the message of balance you have received. (Pause)
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
47
Now write down the message of balance that you were given. How can the message of balance be put into action to build the future you experienced? Make some notes about this action. This is your vision for the future. (Pause) What are the changes you could make in your own life tostart working towards this vision and action?
48
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Action Planning Objective To help each participant to plan their Voluntary Service Materials Flipchart and pens Process Step 1 (10 min) The trainer reminds what a SW Voluntary Service is: a personal contribution to the Millennium Development Goals either through a specifi c project developed with a group of friends or by supporting a project already launched by the Scout Movement or a NGO. Step 2 (20 min) Each participant receives a copy of the Ten easy steps on setting up a project (see documentation 2 below) and follow the guidelines to develop an idea of project or voluntary service. Step 3 (30 min) In each group, the participants share their ideas. They are written on a fl ipchart. The group will then quickly review them and debate opportunities and diffi culties that might be encountered in carrying out the suggestions. •
Opportunities = identifying various groups or NGOs, already working on a similar idea, which could support or fi elds of action.
•
Difficulties = actions that are toodemanding in terms of skills, time, fi nancial resources, etc.
Step 4 (30 min) Each individual then reviews his/her idea and starts to look at the ways he/she could implement it. Trainers provide support and advice.
Documentation 2 - Ten easy steps on setting up a project (Source: United Nations Environment Programme, 2003. TUNZA, Acting for a better world. and Opie, F. 1993. The Global Scout. Maskew Miller Longman Publishers. pp. 138-139) 1.
Thoroughly explore your local area and make a list of all the peace, development or environmental problems. Focus question: What needs exist in your community?
2.
Choose one of these problems that you can realistically deal with. Focus question: What projects are possible?
3.
Determine the scope of the problem by reading/ networking about this particular problem. Focus questions: What do people in the community think about the issue? Who knows something about it?
4.
Try to establish the cause(s) of the problem (network, explore & consult with technical/practical experts).
5.
Plan your activities by answering the following focus questions: what needs to be done, by whom, where, how and when? What it will cost to undertake your activities? How long will it take? Do you need approval? How will you form a committee and get started? How will the project help the S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
49
community? How will you measure success? How will you know when the project is complete? Who will evaluate the project, and how? 6.
Consider the time and cost of the project. Remember that your group will be partly responsible for fund raising for your project. Focus questions: Who will provide you with the start-up funds? Will the project pay for itself? What funding bodies exist to support this type of project? How will the community know what the funds have been used for?
7.
Get your local community involved. Network with other environment groups to get support and to learn more about how to tackle the problem. Focus questions: How and when will you involve the community in the project? Who will the project belong to on completion?
8.
Take specifi c actions to try and solve the problem.
9.
Keep a good record of all your activities by means of photos, letters, newspaper cuttings, etc... Don’t forget to evaluate what you have done.
10. Tell other young people about your project. Share your experiences and help others to start similar projects. These ten steps form one part of the action research cycle identifi ed earlier. Importantly, after these ten steps have been carried out, it is a necessary part of the project management to review what happened, what the outcomes were, how effective it was, whether another approach might be more effective and then whether to continue with a revised approach. Use the ten-step project management process as the framework to develop a project plan. Once the framework action plan is complete, work through some project management skills identifi ed during the discovery. For example, prepare a press release for the project, make a networking strategy, design and give a presentation on the need for the project, or workshop potential confl icts that may result from the project and prepare to work through those confl ict situations. Provide hints for moving into action within an active organisation such as Scouting or as a non-scouting group within a community.
50
•
Be open-minded and act without prejudice as a team; be open to cultural diversity.
•
Join programmes that are actively trying to address peace, development or environment issues within your community
•
Work to enhance the participation of youth in decision- making processes on peace, development or environment issues.
•
Encourage the promotion of dialogue between the community and Government at all levels.
•
Influence local government programs by encouraging your organisation, group or community to work with the Government in the creation of responsible laws, regulations and standards to safeguard the community.
•
Promote community forums and community-based groups as a basis for local action.
•
Work with the media in their role in presenting information and creating awareness about peace, development or environmental matters to the attention of other community members.
•
Make use of local resources such as the community library to set up a display on various peace, development or environmental themes using books, videos, posters and other education aids for public use.
•
Approach local business to sponsor activities at the local library or on radio. Invite some celebrities to participate and see what you are doing.
•
Promote your project objectives by sharing your experiences and offering assistance to others.
•
Always seek advice whenever diffi culties or unresolved matters emerge.
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
Evaluation Form Feeling Draw a symbol for the course and explain why you chose this symbol.
Programme 1. Which were the program points / subjects that you liked most? Why?
2. What subject in the program would you want to get rid of?
3. Which subject / subjects do you think should be added to program?
Group Circle the numbers that express your feelings about:
Very Unhappy
Unhappy
Neutral
Happy
Very Happy
Group Dynamics
1
2
3
4
5
Group Coherence
1
2
3
4
5
Team Spirit
1
2
3
4
5
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
51
Team Please write your opinions on the team.
General comments for the team:
Learning For you, what is the most important thing you will takeback home?
Future How do you think you will use the skills you have gained?
Aims Please indicate how much we reached the desired goals 10%
20%
30%
40%
50%
60%
70%
80%
80%
Facilities Any other comments on facilities, food , environmentetc....(use back if necessary)
THANK YOU FOR YOUR EFFORT! 52
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
100%
S c o u t s
o f
t h e
Wo r l d
A w a r d
A c t i v i t y
S h e e t s
53
© 2015. World Organization of the Scout Movement. All rights reserved. World Scout Bureau Kuala Lumpur Office Menara Sentral Vista, N° 150 Jalan Sultan Abdul Samad, Brickfields, 50470 Kuala Lumpur, MALAYSIA Tel: 603-2276 9000 Fax: 603-2276 9089 scout.org