SUMMARY INTRODUCTION
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SMASH TRAINING SCHEDULE
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SESSIONS
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1.2 INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101 1.3 HOW IS YOUR COUNTRY/REGION DOING AGAINST SEXUAL HARASSMENT? 1.4 CASE STUDY 2.1 HOW TO DETECT (I AND II) 2.2 HOW TO REACT 2.3 ROLE PLAY 3.1 HOW TO PREVENT 3.2 WORKSHOP DELIVERY 4.2 MENTAL HEALTH
CONTACT
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P.5 P.12 P.16 P.24 P.30 P.34 P.38 P.43 P.46
INTRODUCTION Dear reader,
This toolbox is an outcome of a long process in which different stakeholders have contributed to it by discovering, researching and working on the topic of combating sexual harassment. It is created under the project SMASH (Sustainable Measures Against Sexual Harassment) and it has been made possible by the support of The European Youth Foundation of the Council of Europe and the European Commission which has contributed to it through the Erasmus+ funded GENDERS Project. This toolbox is composed of 9 training outline sessions with the purpose of building the capacity of young people to become safe persons in their own organisations. These sessions compose a 4-day training event in which the main objective is to prepare the participants to be able to prevent, detect and act against scenes of sexual harassment. The outlines are based on the experience of the implementation of three training events during the SMASH project and the work of the trainers who prepared them. They are the ones that have spent time and effort, designing all the sessions outlines. Nevertheless, SMASH participants also have contributed to it giving their feedback on the content and delivering methods. This toolbox is designed in such a way that any experienced trainer can use it, although it should be noted that experience in the field of sexual harassment should be seen as a must. Trainers need to have a deep understanding of gender perspectives and it advisable to have a minimum of two trainers per event, and at least one of them should not be a cis man.
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#INTRODUCTION After implementing these sessions, it will not necessarily mean that participants are ready to become a safe person. Careful consideration by both the trainers and the coordinating body should be used to evaluate somebody’s progress. Also, it would be advisable that the newly trained safe persons are guided by more experienced safe persons through a mentorship programme during the first events. N.B. This training can be emotionally hard and it is strongly recommended to find good conditions to sleep and enough time to rest. If it is possible, an extra free day can be added to give participants enough time to reflect and rest. Apart from that, we suggest to only allow volunteers that have attended this training event to become safe person in order to ensure sufficient quality in your initiatives.
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SMASH TRAINING SCHEDULE For the organisation of this training, we would like to propose a possible schedule to carry it out in 4 days. However, the trainers can make variations according to logistic needs and it is possible to add some extra question and answer sessions or more extra time if the trainers see the need. The last part of the training consists of a short training on how to deliver a workshop on the topic that has been worked on previously. We consider that this part is very important for the training of a safe person because it is a very good way of prevention during the events. Therefore, the participants will have an introductory session on how to deliver a workshop based on Non-formal education, and afterwards, they will need enough time to prepare and present it. We recommend dividing the participants into groups of 2-4 people deciding themselves the subtopic of their workshop. Also, after the session, it is essential to leave enough time to give feedback to each group. At the end of each day, it is important to reflect in small groups to be able to assimilate and understand the development of the training and to be able to collect feedback from the participants. Regarding the social activities, we recommend that they should be optional and that they let the participants rest properly, avoiding any kind of activity that goes against what is taught in this training (for example, no sexualised or alcohol-focused activities).
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#SMASHTRAININGSCHEDULE
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Safe Person Training Session Outline
1.2
INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101 SHORT DESCRIPTION During this session, participants will start to be familiar with the main concepts related to sexual harassment in youth organisation and why it is a gendered issue and part of violence against women. They will get introduced to the topic by building on their knowledge on the topic and making links to their reality.
TIME 90min
GOAL(S) OF THE SESSION To understand the main concepts related to sexual harassment. To get an introduction of the gender perspective. To reflect on the concepts and link them to the youth work aspect.
MATERIALS & EQUIPMENT Papers with definitions and concepts, scotch or something to stick the papers on the wall
LOCATION REQUIREMENTS: A place where people can work in smaller groups separately and comfortably; a place to stick the papers on the wall and where participants can walk around.
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1 PROPOSAL FOR THE SESSION INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101
DESCRIPTION
SESSION
TIME
Intro
0:05
Trainers welcome participants to the session and explain its objectives. Here is the ideal moment to make a trigger warning and create a safe space before starting the session.
Matching Game
0:20
Split the group into groups of 3-5 people. Each team gets a different set of definitions and a set of concepts related to gender, violence against women and sexual harassment, which they have to match together, that is, to put together the concept with its definition. Each concept is written on a paper, and each definition for each term is written on a separate paper. Each team should get around 10 concepts and definitions to match; for larger groups, you can give the same set of concepts and definitions to more than one group to They have to discuss and agree as a group on the match. Once agreed, the pair (term + def) is sticked on the wall.
Other concepts
0:15
Discussion
0:40
Participants now have time to go around and read the other concepts to make sure they understand the definitions and the different concepts, and whether they think the match is correct or not. Pay special attention to differences in languages and the intercultural dimension. The level of English can have an influence on the understanding of the nuances. Participants can ask the trainers or other participants for further clarification on words or even translation into their mother tongue. Each team shortly presents its concepts and asks for questions regarding their concepts. If there are no questions from participants, the trainers can ask questions about different concepts or their understanding, as well as whether they can link it to their organisation or can come up with an example. Create discussion - not all definitions are clear-cut. Also, experiences can be shared. Some questions related to the concepts can be: Do you think this happens in your organisation? Would you consider this as sexual harassment? Is this considered sexual harassment in your context? Why/why not? Why do you think this concept is part of the list?
Debriefing
0:10
In the big group, you can ask participants some of the following questions: What did we do in this session? What was new? What have you learnt? Is there any concept you would like to add/take out? Why? How can it help you as a Safe Person? Evaluate through a temperature check how well they understand the concepts now. Make sure the basis is created, followed up if needed, by providing some extra resources to participants. Finish sessions by shaking it off (physically through an energizer e.g.)
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INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101 #SAFE PERSON TRAINING SESSION OUTLINE
2
3 4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Print and cut the definitions and prepare the flipcharts around the room. You can find examples of concepts and definitions here. You could complete them and/or take definitions from other glossaries such as the one from the European Institute of Gender Equality (EIGE) here or the one from the Council of Europe here. You can make a survey before the training to see the level of knowledge of participants in order to adapt the session to them.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? It is the first content session of the training so you should advise participants to be free to leave the room at any moment if they feel they need it because the topics that are going to be discussed can be very delicate. Also as a trainer, you have to be careful in case some participant is struggling and needs any kind of help.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? For this session it is important to have deep knowledge about the concepts that are going to be explained. Also, it’s necessary a gender perspective of all information given to participants. Here You can check some information about it: Policy Paper of Sexual Harassment in Youth Organizations by Viola Bianchetti https://sapac.umich.edu/article/what-sexual-harassment
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INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101 #SAFE PERSON TRAINING SESSION OUTLINE
5
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION Useful comments about any stage of the session The way to show the definitions can be different and there are many possibilities. An option could be to give to the participants (divided into groups) some concepts, their definitions together with the definitions of other concepts. Each group has to decide which definition is for each concept and try to guess the concepts for the other definitions. Also if you have advanced participants, you can create the definitions with them and after completing them in case they miss something
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INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101
MATERIALS : DEFINITIONS AND CONCEPTS SEXUAL HARASSMENT
#1
Unwelcome behavior of a sexual nature.
SEXUAL ASSAULT Intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority or when the victim does not or cannot consent. It includes rape, forcible sodomy and other unwanted indecent contact (e.g., kissing against another person’s will) that is aggravated, abusive or wrongful (to include unwanted and inappropriate sexual contact), or attempts to commit these acts.
GENDER IDENTITY A person's perception of having a particular gender, which may or may not correspond with their birth sex.
BIOLOGICAL SEX Biological differences between males and females, such as the genitalia and genetic differences.
SEXUAL ORIENTATION Who the person is attracted to and want to have relationships with.
POWER RELATIONS Relationship of any kind in which one person holds more power than the other due to their position, their resources, their experience, etc. compared to the other person.
ABUSE OF POWER The act of using one’s position of power in an abusive way.
PENETRATION The act of a penis (or penis- shaped object) being put into a vagina or anus.
VICTIM A person harmed, injured, or killed as a result of a crime, accident, or other event or action. A person who has come to feel helpless and passive in the face of misfortune or ill-treatment.
PERPETRATOR A person who carries out a harmful, illegal, or immoral act.
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INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101
MATERIALS : DEFINITIONS AND CONCEPTS PSYCHOLOGICAL HARASSMENT
#2
Humiliating, intimidating or abusive behavior which is often difficult to detect, leaving no evidence other than victim reports or complaints.
VERBAL HARASSMENT The use of words to cause harm to the person being spoken to.
RAPE Unlawful sexual intercourse or any other sexual penetration of the vagina, anus, or mouth of another person, with or without force, by a sex organ, other body part, or foreign object, without the consent of the victim.
CONSENT When one person voluntarily agrees to the proposal or desires of another.
SAFE SPACE A place or environment in which a person or category of people can feel confident that they will not be exposed to discrimination, criticism, harassment, or any other emotional or physical harm.
COERCION The act or process of persuading someone forcefully to do something that they do not want to do.
ABUSE The improper usage or treatment of an entity, often to unfairly or improperly gain benefit.
SLUT SHAMING the action or fact of stigmatizing a person for engaging in behaviour judged to be promiscuous or sexually provocative.
LOCKER ROOM TALK Crude, vulgar, or bawdy talk, often involving boasts about one's sexual conquests.
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INTRODUCTION TO THE TOPIC: GENDER AND SEXUAL HARASSMENT 101
MATERIALS : DEFINITIONS AND CONCEPTS
#3
RAPE CULTURE A society or environment whose prevailing social attitudes have the effect of normalizing or trivializing sexual assault and abuse.
PTSD - POST-TRAUMATIC STRESS DISORDER A mental condition in which a person suffers severe anxiety and depression after a very frightening or shocking experience, such as an accident or a war
INTIMIDATION To frighten or threaten someone, usually in order to persuade them to do something that you want them to do
BYSTANDER A person who is standing near and watching something that is happening but is not taking part in it.
REPORT Give a spoken or written account of something that one has observed, heard, done, or investigated.
FLIRTING To behave as though sexually attracted to someone, but playfully rather than with serious intentions.
GOOD GUY SYNDROME When we highlight someone’s great reputation or popularity, making it harder to question their behaviour. This is especially a red flag if others are using reputation to brush off the possibility that someone might be harassing someone else.
BOUNDARIES A real or imagined line that marks the edge or limit of something. The limit of a subject or principle.
FLIRTING When you are actively trying to silence yourself, and making sure no one knows about what is going on.
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Safe Person Training Session Outline
1.3 HOW IS YOUR COUNTRY/REGION DOING AGAINST SEXUAL HARASSMENT? SHORT DESCRIPTION This session is especially useful in international trainings. Participants do some research about how sexual harassment is presented in different aspects in their countries (statistics, law, media, education and society) and present it to the rest of the group, followed by an exchange discussion.
TIME 90min
GOAL(S) OF THE SESSION To learn how sexual harassment is perceived and dealt with in one’s coutry. To learn how sexual harassment is perceived and dealth with in other countries. To exchange good practices and obstacles to tackle sexual harassment.
MATERIALS & EQUIPMENT Flipcharts, markers.
LOCATION REQUIREMENTS: A place where people can work in smaller groups separately and comfortably; a place to stick the papers on the wall and where participants can walk around.
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1 PROPOSAL FOR THE SESSION HOW IS YOUR COUNTRY/REGION DOING AGAINST SEXUAL HARASSMENT?
DESCRIPTION
SESSION
TIME
Intro
0:05
Trainers welcome participants to the session and explain its objectives. Here is the ideal moment to make a trigger warning and create a safe space before starting the session.
Preparing the presentation
0:20
Participants get in groups according to their countries/regions. They have 30 min to prepare a flipchart presenting how sexual harassment is in their countries in the following fields: Policies: which laws or regulations are in place in your region/ country regarding sexual harassment? What type of penalties do people who sexually abuse others face in your region/ country? How old are these policies? Have they recently been changed? Has there been (recently) any event which has challenged these policies? Statistics: what’s the percentage of people who have suffered sexual harassment in certain contexts? Which groups tend to be more vulnerable? Media: how does the media portray sexual harassment and its victims/perpetrators? Is there a difference between media outlets from different political tendencies? Is sexual harassment covered by mainstream media? Education: how does the region/ country combat sexual harassment? Are there related workshops available for youth? Who takes care of them? To which age group are these workshops for? In which ways can people in your city/ region/ country be informed about the topic? How is this information portrayed? Society: what’s society’s opinion on sexual harassment? Has there been public protests (recently) about the topic? Is society divided by different opinions? What do you see in your social networks?
Other concepts 0:50
Each group/country presents the results of their research topic by topic. That is, first all groups will present what they have found out about policies, then about statistics, etc. Before closing each topic, ask participants the following questions: Do you see any similarities? Has anything called your attention particularly? Why?
Debriefing
0:10
Ask participants some of the following questions: How was researching about your country? Did you find the information easily/hard? Did anything surprise you about your country? What was it? Did your perception about sexual harassment and violence against women change throughout the research and the presentation? In which sense? Do you think the perception we have is different from reality? Why? What can we do to change this in society?
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HOW IS YOUR COUNTRY/REGION DOING AGAINST SEXUAL HARASSMENT? #SAFE PERSON TRAINING SESSION OUTLINE
2
3 4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session?
If you want participants to do the research before the training itself, you need to communicate this in advance to them, sending for example an email with the instructions and explaining that they will present the results of their research during the training.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? Clarify that sexism and patriarchy is an issue that is common of all countries in the world, and that this session is not aimed at judging cultures or countries but at exchanging good practices and obstacles, and learning how the topic is perceived in each country. Be careful of white paternalism or supremacy, islamophobia or xenophobic comments.
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION Useful comments about any stage of the session Prepare templates of the flipcharts that participants need to fill in if you have less time or many countries. If you have more time or cannot send the task to participants in advance, you can leave them time to do the research on their country on the spot. On the contrary, if you have less time, you can also ask participants to bring their presentations ready from home (on a powerpoint presentation for example).
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HOW IS YOUR COUNTRY/REGION DOING AGAINST SEXUAL HARASSMENT? #SAFE PERSON TRAINING SESSION OUTLINE
5
POSSIBLE FLIPCHART DESIGNS
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Safe Person Training Session Outline
1.4
CASE STUDIES SHORT DESCRIPTION In this session, participants will have the chance to analyse and explore different case studies of situations that Safe Persons can phase in youth organisations. The main aim is to apply the knowledge that has been learned in the previous sessions and to bridge with the role, skills and attitudes of a Safe Person.
TIME
90min
GOAL(S) OF THE SESSION To apply the knowledge learned in the previous sessions. To raise awareness on sexual harassment in youth organisations with real-life situations and scenarios. To develop analytical skills, critical thinking and empathy.
MATERIALS & EQUIPMENT Case studies printed.
LOCATION REQUIREMENTS: Space for smaller groups to work independently.
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1 PROPOSAL FOR THE SESSION CASE STUDIES
DESCRIPTION
SESSION
TIME
Intro
0:05
Trainers welcome participants to the session and explain its objectives. Here is the ideal moment to make a trigger warning and create a safe space before starting the session.
Matching Game
0:20
Split the group into groups of 3-5 people. Each team will get a case study. Explain that they have to read it attentively, analyse it and prepare a presentation (in whichever form they want: roleplay, storytelling, visually, etc.) to the rest of the group explaining the case study. After their presentation, they will have to answer the following questions: Do you think your case study contains any sexual harassment? Why/why not? Was it easy to analyse the case to present it? Why/why not? Which were the main questions you asked yourself when analysing the case? Clarify that they do not have to prepare how the Safe Person will react as this will come in the following sessions, but the aim of this activity is to get an in-depth analysis of sexual harassment in youth organisations.
Presentations
0:50
Each group makes their presentation to the rest of the group. First, ask the rest of the participants whether they understand what was presented to them. Then, the group that presented will answer the questions: Do you think your case study contains any sexual harassment? Why/why not? Was it easy to analyse the case to present it? Why/why not? Which were the main questions you asked yourself when analysing the case? Afterwards, participants will be able to comment to add their points, opinions and ask further questions to the group
Debriefing
0:10
Make sure you shake off the roles and the tension from the session. Debriefing questions: What happened? What did we do? Why? How was the process of analysing the case study? Was it easy/hard? Why? How do you feel now? What have you learned through this session? How do you think this applies to combatting sexual harassment? How will you apply what you learned and what we did in the future? Close with a short relaxing activity - music, meditation, relaxation, stretching, etc.
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CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
2 3
4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Print the case studies.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? This is a very delicate session, dedicate time to create a group atmosphere in advance and a safe space. For this session it is very important that you go through the case studies yourself and if you haven’t experienced them, to put yourself in the shoes of the Safe Persons and what are the questions and the tricky points of each case study, as they are all there for a reason. Repeat that participants do not need to do anything they don’t feel comfortable doing and that they can leave the room whenever needed. You may want to create your own case studies to fit better your context and reality. It’s very important at the end of the session to take some time to shake it off and relax or self-reflect: you can play some music, let them walk individually, take a short break, a group hug, etc. Clarify that feeling frustration, powerlessness and confusion is normal and that this was part of the aim of the session, to learn how to deal with these emotions oneself as these are feelings that people that work against sexual harassment face often, and that the following days will be focused on providing solutions and answers to many of the questions they may have.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? Gender Matters: a Manual addressing gender-based violence affecting young people. It’s not that grey: how to identify the grey area - a practical guide for the twilight zone of sexual harassment.
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CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
5
SCENARIOS
You can find more cases here (page 37)
PARTY (VIDEO OF THE SESSION ON HOW TO DETECT) On a European Night/international evening/party, Anna is dancing. She is very happy and she is enjoying the party a lot. She is just feeling the music. Suddenly, Tim is starting to approach her, she is not noticing it in the first moment and she continues dancing. He is starting to touch her back and be closer. She is starting to feel uncomfortable but she is not saying anything, just continue dancing. She is trying to look for friends with her eyes but all of them are not available. He is approaching her again and starts to speak with her. She is trying to dance on her own and answering him in a polite way. He understands that answer as consent and he starts to dance closer again, she is feeling bad with the situation but she is not able to reject him because of her drunkness. He is trying to corner her in a dark spot. He is taking her and going to her house with the excuse that she is so drunk and she can not go by herself. They arrive and her roommate sees how she is and... QUESTIONS: Have you seen cases of sexual harassment in this scenario? Describe them. How can you know when sexual harassment happens? Point the words you see that represent Sexual Harassment, consent and lack of consent. If you were at that party, how would you have reacted in order to avoid it? Describe different ways you could react. What kind of reaction as an active bystander would you feel most comfortable with? Is there someone you can ask for help? If you were a Safe Person, What would you do? Before, during the party and After that.
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CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
SEXUAL HARASSMENT IN COUPLES AND JOKES A group of friends is drinking in a circle making some drinking games. In that group, there is a couple: María and Juan. Juan is starting to play “Never have I ever” stating sexual experiences he had with María and she is starting to feel uncomfortable, she is looking at her feet and not participating. She is not saying anything about those comments. At some point, Juan touches the ass of María and also kisses her. She doesn’t like to do it in front of other people so she feels embarrassed but as he is her boyfriend, she thinks that that is normal. After 5 minutes, Juan is starting to make sexist jokes about María and 2 more guys of the group start to laugh. 1 person wanted to say that those jokes were not appropriate but as they are a couple he didn’t say anything.María cried silently and she ran away… QUESTIONS: What do you think about the scenario? Have you witnessed a similar situation? How would you have reacted in order to avoid it? Describe different ways you could react. What kind of reaction as an active bystander would you feel most comfortable with? If you were a Safe Person, what would you do?Do you think that Juan knows that he is harassing her?
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CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
UNCONSCIOUS SEXUAL HARASSMENT Lisa just broke up with her long-term boyfriend and decided to go party with a few friends of hers. At this party she drank a lot of alcohol because she was sad, but didn’t notice how drunk she had become. At this party, there is a guy that she knows as a friend of a friend and they start talking. He is a nice and interesting guy. He makes it clear that he likes her very much and tries to kiss her, at first she is not so okay with it, but as she talks longer with him she decides just to go with it. They are making out when he asks if she can go home with him. After the long-term relationship, this is a thought that didn’t come to Lisa’s mind immediately but she is feeling okay and she decides to just go with it, so she says yes. He goes eventually home with her and there they start having sex. Lisa makes clear that she wants to use a condom and he does so. Later that night they have sex again, but Lisa is not so conscious at that moment, because she fell asleep. When they wake up in the morning they have sex again, again with protection. When he leaves and Lisa is trying to figure out what happened last night, she is not sure how many times they had sex. And if they used protection.She goes to her friends and talks about how she feels about the whole experience, not bad but a little bit weird. Her friends tell her that she shouldn’t worry because she had sex three times with this guy and she clearly stated that she wanted to do so…
QUESTIONS: What do you think about this scenario? Did the guy do something wrong? Have you witnessed a similar situation? How did you react? Do you think that there was consent in the whole situation? If the answer is not, at what point the consent disappeared? If you were a Safe Person and a friend of hers explained the situation, what would you do?
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CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
CONTINUOUSLY JOKING Marc and Julie are organisers of a SU of 3 weeks. They have a very nice group with nice people and Julie especially likes one of the guys a lot. He is a smart, funny guy and they obviously have a good connection. Marc is aware of this and Julie also talks about how much she likes this guy. Marc finds it really nice and finds all ways to make jokes about the crush of Julie on this guy. Julie also laughs about this. Marc sends pictures of Julie to him, with captions like ‘look how nice this is’ etc. This guy can still laugh about it, but also asks Julie why they do this, Julie answers that she doesn’t know why because they thought it was funny. The guy says that he laughs and is okay with that but then Marc sends him a message that Julie is really looking forward to laying with him in bed one day… QUESTIONS: What do you think about this scenario? Is there a case of Sexual Harassment in this scenario? Do you think that the fact they are organizers is important? If you were the main organizer, what would you do? If you are Safe Person at this event, what would you do?
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CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
GOSSIP BOX We are in the 5th day of a SU. And we are reading the Gossip Box (it’s a box where anonymously you can leave a message to someone). The main organizer starts to read them: 1. “JULIE IS SO HOT I LOVE HER BOOBS”, and Julie starts to laugh and smile at someone. 2. “HANNA IS SO HOT I LOVE HER BOOBS”, and Julie starts to cry silently. 3. “DANIEL IS SO SHY, WHAT HAPPENS WITH HIM?” And Daniel looks at his feet and starts to make a nervous laugh. 4. “MARIO, DID YOU CONQUER LATVIA?” Mario smiles, but Laura (the only Latvian woman) feels uncomfortable and runs away. 5. (the next message was not read by the organizer) Mario starts to complain saying that organizers are limiting their right to freedom of expression. QUESTIONS: Did you perceive any case of Sexual Harassment in these messages? Can a message be funny for someone but uncomfortable for another person? Do you think that gender matters here? Try to change the gender of the people, is the same situation? What do you think about the problem between the right of expression VS safe environment? If you are a Safe Person, how would you react in this situation? Imagine different ways to avoid that people feel uncomfortable and stopping it. How would you change the gossip bo to do it more comfortable for everyone?
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Safe Person Training Session Outline
2.1
HOW TO DETECT SHORT DESCRIPTION During this session, participants will learn one of the main points of the training: How to detect Sexual Harassment in different situations and contexts.
TIME
180 min in total, 2 sessions of 90 min with a break in between.
GOAL(S) OF THE SESSION To learn what consent and desire mean. To explore and discuss signs of consent and desire and nonconsent. To understand the intercultural perspective of the topic.
MATERIALS & EQUIPMENT
Projector, speakers, 10 flipcharts, paper, pens, markers.
post-its
and
LOCATION REQUIREMENTS: Non-special requirements.
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1 PROPOSAL FOR THE SESSION HOW TO DETECT
SESSION
DESCRIPTION
TIME
Energizer
0:10
1000 ways to say no. Make a circle and per turns, one person goes to the middle of the circle and expresses a way to give their consent or express their desire (you can use an expression, your own language, body language...) after that, everyone makes a step forward and repeats what that person did/ said. Afterwards, participants come back to their places. After this, another person goes to the middle and makes another example of giving consent and expressing desire. When there are not more volunteers, you make the same with "NO CONSENT". End up with a power shout or shaking it off.
Explanation
0:10
Explanation of the goal of the session, and the structure of the 3 pillars of the training (how to prevent, how to detect and how to react to sexual harassment) for this and the next day. Then, explain the rules of the next activity.
Video
0:05
Watch this video about sexual harassment turning off the sound to allow for a better focus on actions and gestures (not showing the second part: the possible solutions): https://www.youtube.com/watch?v=iUj2OHLAG3w&t=208s Participants have to observe body language, action and reaction, and think about when they would have decided to intervene or not if they were Safe Persons. This video could be emotionally hard, so let some minutes after the video to reflect and pay attention if some participants would need extra help or going out to take some air.
Discussion
0:30
Ask participants: What do you think about the video? Do you think this is sexual harassment? Why/why not? From which point onwards? Which are the signs we can observe? (ask also this for different characters of the video) Why do you think the other characters do not intervene? What could have been done? Why do you think it was not done? (here you can introduce the concept of bystander) If you were a Safe Person, what would you do in this situation? Discussion about how to react is unavoidable, but limit it to basics and situational things, as more will be explained in how to react. Use flipcharts to write the main conclusions.
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#1
1 PROPOSAL FOR THE SESSION HOW TO DETECT
SESSION Consent and desire
TIME 0:20
DESCRIPTION Brainstorm different signs that can indicate that sexual harassment is happening. Participants will write signs of consent/desire and non-consent in a flipchart with post-its. Have prepared a list with some examples in order to help participants to complete the list. Also, you can help them by giving different contexts (bus, party, couple talks, abuse of power...)Keep in mind and ask participants about: Lack of reaction, unconsciousness Power imbalances and abuse of power Social pressure Intercultural differences Desire as something active, consent should also be active Watch the video again, with sound, and show also the second part to participants.
What is consent
0:05
Present participants the definition of sexual consent and desire (Feeling it, Saying it, showing it, according to this. Use flipcharts to explain better and if the general knowledge of consent is low, you can focus more on the explanations and use the "cup of tea" video if they have not watched it before. Use flipcharts to explain better and if the general knowledge of consent is low, you can focus more on the explanations and use the "cup of tea" video if they have not watched it before.
COFFEE BREAK 0:30 Other scenarios
0:30
Ask participants to get back in the groups of the case study and discuss for 10 minutes concrete signs of sexual harassment they could detect if they were in that situation. They will write each in one post-it. Then, each group will present their results and stick the post-its in the corresponding side of the flipchart. After each group presents, there is space for the rest to ask questions and for discussion.
Other scenarios
0:30
Ask participants to think of long term signs that harassment or violence against women is happening and whether they want to still complete the flipcharts.Some examples can be: Leaving the organisation for no apparent reason Isolation Lack of self-confidence
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#2
1 PROPOSAL FOR THE SESSION HOW TO DETECT
SESSION The perpetrator, the context and you
DESCRIPTION
TIME 0:20
Now explain that there are also signs we can perceive and identify from the perpetrator, and present the red flag system from the It’s not that grey guide by Period (page 11 onwards, specially page 36 onwards: https://periodbrussels.eu/wp-content/uploads/2019/04/Its-not-thatGrey_Period_Guide_2019_online.pdf) Ask participants: Do you understand all strategies? Have you ever perceived these strategies? Would you add any? Do you think you can create your own red-flag system? How can it be useful?
Debrief and closing
0:20
Walk participants through everything that has happened during this big part. Ask them how they feel and if they can recall how they felt throughout the session. Ask them to share: 3 things they have learned or that were new for them. 2 things they will research more of. 1 thing they will apply in the future. Make a closing check out or shaking off activity.
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#3
CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
2
3 4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Draw the flipcharts. Download the video if your internet connection is not good enough: https://www.youtube.com/watch?v=iUj2OHLAG3w&t=208s Prepare a list of signs of consent and no-consent in case participants don’t come out with the main signs they need.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? Participants will watch an emotionally hard video and you should warn before. Also, be prepared if some of them need special attention after the video. It’s important to be sure they understand clearly what is consent and what is not consent. It’s important to always communicate the gender perspective and that sexual harassment is considered a form of violence against women, that over 1/3 of women and girls in the EU have suffered and that is a gendered issue.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? To teach what is the consent you can use the information of the session about it “What is consent” done by Equal Rights Working Group: https://drive.google.com/openid=1giM1gKO0IbVOdrY1gbkbki32I O6Axj9T The trainer should ask experienced safe person to prepare this session in order to get more information about how to detect in different scenarios and the main signals of sexual harassment and consent.
PAGE 28
CASE STUDIES
#SAFE PERSON TRAINING SESSION OUTLINE
5 6
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION
Useful comments about any stage of the session Give participants extra time after watching the video if you think that it’s needed. If you have time and you want to show one more video, you can use this one: https://www.youtube.com/watch?v=HKk-pbeW3ic You can use your own body and choose some volunteers to show some signals.
POSSIBLE FLIPCHART DESIGNS
PAGE 29
Safe Person Training Session Outline
2.2
HOW TO REACT (I) SHORT DESCRIPTION This session will be the introduction to learn how to react to sexual harassment in youth contexts.
TIME
90 min
GOAL(S) OF THE SESSION Learn how to approach the victim. Learn how to speak with the perpetrator.
MATERIALS & EQUIPMENT
10 flipcharts, pens and post-its of 3 different colours
PAGE 30
1 PROPOSAL FOR THE SESSION HOW TO REACT (I)
SESSION
TIME
Energizer
0:05
Approach
0:10
DESCRIPTION Colombian hypnosis. 1st part: while music is playing, participants move around the space following the palm of their hand. 2nd part: they pair up and one of them has to follow the other one, then they change. 3rd part: now they follow each other's palm simultaneously. The first approach to the victim. We will leave a rope in the middle and we will explain participants to go to one part of the room if they agree with the sentences to approach the victim when you see they are not comfortable with a situation. After reading each sentence, you ask some participants why do they think it's wrong/right to say that and let them open discussion: 1. Hello, I saw you have been harassed, can I do something? 2. Hello, can I help you? 3. I saw you were feeling uncomfortable with that person, is it right? 4. I’m Martin the safe person of this event, can I help you? 5. Hello, long time I don’t see you! How are you? 6. I don’t like how that person is treating you, can I do something 7. Hi! Come and dance with the group! 8. Hi! I’m the safe person tonight, in case you need anything from my side, I’m here 9. Hi! I need your help one second, could you come?
Video
0:05
Watch the second part of the video
Discussion
0:30
ORGANIZATIONAL REALITY: After watching the video, you go to a circle and start to discuss different points to take into account to react when you see a scene of Sexual Harassment. You can use the solutions offered in the video, and also some scenarios of the session of the case studies. You will have a flipchart for each point and you will write the main conclusions. Also, feel free to adapt the flipchart to the reality of your own organization. # Cultural perspective # Different in reaction possibilities between gender # Notion of danger for the safe person and personal limits and personal safety # cooperation and support from organizers # How to deal with drunk people #How to explain the situation to perpetrators #How to deal with the conflict the next day You should pay attention to have enough time to work on different topics.
Defining a safe person
0:05
Participants write in post-its what defines a good safe person, divided into three elements: characteristics, action and phrasing. After that, the trainer will read the post-its and do a small discussion.
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#1
HOW TO REACT (I)
#SAFE PERSON TRAINING SESSION OUTLINE
2 3 4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Prepare flipcharts with the titles for the activities: ORGANIZATIONAL REALITY AND DEFINING A SAFE PERSON.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? You should say that there is not an only way to react to the cases and everyone should find the way that they feel comfortable. The main goal when you react is taking care of the victim.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? information about how to be an active bystander, for example as a starting point: https://www.breakingthesilence.cam.ac.uk/prevention-support/be-active-bystander https://www.youtube.com/watch?v=yT9xtrLLPFc&t=24s
You can also try to find resources of how to speak with victims of sexual assaults:
5
https://www.acc.co.nz/newsroom/stories/how-to-talk-to-a-person-who-has-beensexually-assaulted-or-abused https://www.rainn.org/articles/tips-talking-survivors-sexual-assault
BRIEFING OF THE SESSION
What questions are additionally or especially useful? What topics might occur during the debriefing? Do you feel prepared to act after this session? Could you recognize a good and bad approach to the victim now? Do you have any doubt to solve before to start to act?
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HOW TO REACT (I)
#SAFE PERSON TRAINING SESSION OUTLINE
6 7
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION
Useful comments about any stage of the session For the organizational reality, you can also divide the participants in each flipchart to work on it and after they will present to the others.
POSSIBLE FLIPCHART DESIGNS
PAGE 33
Safe Person Training Session Outline
2.3
ROLE PLAY SHORT DESCRIPTION After analyzing different scenarios during the first day, and learning how to detect and react in the second day, we will put in practice all that the participants have learnt in the same situations.
TIME
100 min
GOAL(S) OF THE SESSION Learning how to put in practice all the knowledge learnt in the previous session. Start to be confident with the role of a safe person.
MATERIALS & EQUIPMENT
You can find different clothes and objects to make easier the role play. Post-its to give the name of the characters.
LOCATION REQUIREMENTS
It would be beneficial to find a different place for the role play.
PAGE 34
1 PROPOSAL FOR THE SESSION ROLE PLAY
SESSION Role play
DESCRIPTION
TIME 1:00
Role play using the theater of the oppressed technique. (http://tdd.org.ua/en/theatre-oppressed-methodology) Participants get one of the scenarios worked on the day before, a certain number of people required to start from the beginning. Let them play several scenarios. We start the role play with 2-3 volunteers, taking the main roles including safe person and the others will be viewers. At any point viewers can clap their hands and change the story, adding someone or taking the role of someone already playing. The trainer also can clap their hand in case it is needed.
Discussion
0:20
Discussion: Make a circle and start to see how are they feeling first. You can ask how do they feel with a temperature check with the hands (raise up if you feel well). In case it’s needed let hem a minute to think about the role play and also it would be also positive to shake the body a bit to deroll. Using what happened in the role play, ask their perception and group behaviour about the role play, ensuring they understand how to react, and you have to make sure that is connected with the knowledfe of the previous session.In this discussion we will analyze the situations and analyze our reactions being safe person and how to improve it. We also can emphasize that safe persons can have different roles
Debriefing
0:10
Debriefing and feedback.
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#1
ROLE PLAY
#SAFE PERSON TRAINING SESSION OUTLINE
2
3 4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Write the names of the main characters of the scenarios. You have to prepare the text with the explanation of each role play. Make sure that none is entering into the room in this session as the participants should feel as much comfortable as possible.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? This session is especially delicate and for that reason is important to advertise at the beginning that we have to try to be in silent when people act and also invite participants to do only what they feel comfortable. Also, if the storyline is getting out of hand and diverting from the initial purpose, the trainer should stop the play and steer it back so that it can be productive. The trainer must explain what the Theatre of the Oppressed is about and its objectives: this is a political tool used to raise awareness about oppression.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? The trainer should have a clear idea of the scenario that participants are playing in order to focus them to the point they want to reach.
PAGE 36
ROLE PLAY
#SAFE PERSON TRAINING SESSION OUTLINE
5 6
BRIEFING OF THE SESSION
What questions are additionally or especially useful? What topics might occur during the debriefing? What happened? How did it feel to play (character)? Why? What obstacles can you find in real life when dealing with this situation? How would you have approached this situation in the past and now (as an individual, not safe person)?
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION
Useful comments about any stage of the session It is better to have small groups (5 people) to have a more confident role play. It will, the number of trainers and also you should try to divide the more extrovert participants to have more participation in the role play. You should encourage everyone to participate in somehow. Some participants would not feel comfortable acting, but you can ask them to explain what they would do in a specific situation. Role play is a difficult dynamic and needs experience to be able to deal with that. So if you don’t feel prepared to solve any issue that can happen or your participants don't feel comfortable acting, you can change the exercise and propose participants to explain the case in the way they prefer: (drawing, explaining…)
PAGE 37
Safe Person Training Session Outline
3.1
HOW TO PREVENT SHORT DESCRIPTION We show the different measures that you can use to prevent sexual harassment in youth organizations and events.
TIME
90 min
GOAL(S) OF THE SESSION Identify the different measures of prevention. Learn the pros and cons of each measure. How to implement them.
MATERIALS & EQUIPMENT 8-10 Flipchart, tape, pens, markers, post-its and speaker (music) and a small ball.
LOCATION REQUIREMENTS
Big room with space to walk around.
PAGE 38
1 PROPOSAL FOR THE SESSION HOW TO PREVENT
SESSION
TIME
Energizer
0:05
Opposite World
0:10
DESCRIPTION
Before having pax think of ways to prevent, let's play the ''devil and angel”: Participants should write on post-its and put it on the flipchart: -The ways we can increase the likelihood of SH to happen. -The measure that participants are already implementing in their organizations. Pax write on post-its and put it on the flipchart.
Prevention Tools. Cooperative Art Museum
0:10
Solo/duo Artwork. Depending on the number of pax, firstly we let them work alone/in duo's on 1 single poster. Pax are divided and assigned a poster with a particular colour-code. (On the wall, flipcharts are already hanging, each one describing a way to prevent/diminish SH, but each flipcharts is unfinished (you can have a title, a description, and maybe some example of positive and negative aspects). PAX then go through the "museum" and have to continue the artwork, writing down what they think is relevant for each flipcharts. You can slip the flipcharts into categories (for example: advantages, challenges, implementation scale, etc)
Cooperative Art Museum (II)
0:10
Cooperative artwork.Pax now mix and walk through the gallery, they read other posters and add to them.
Cooperative Art Museum (II)
0:05
Pax get together with the others that had as their first poster to work on(during solo/duo work). They prepare what to present. NOT read out loud all that is written, but only KEY points and what is the fil rouge.
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#1
1 PROPOSAL FOR THE SESSION HOW TO PREVENT
SESSION
TIME
DESCRIPTION
Presentation from PAX
0:40
Groups present for about 5 min each, plus some time for discussion for each presentation. The discussion should focus on implementation and limitations aspect of each flipchart.
Opposite World II
0:10
After having learned about measures to prevent, pax are now invited to write on a post-it one thing they can & are willing to do to prevent situations favouring SH from happening and put it on the Angel side of the FC.
Wrap-up
0:05
Pax and trainers stand up in a circle. Trainers have a small bal and ask pax "If you can pick one thing, one measure that you learned this session, that you will implement when back home, what will you do?", they throw the ball randomly to someone, who says in max. 1 word/sentence their answer, and then they throw the ball randomly to the next person, etc. until everyone has spoken. Trainers can also share.
Debriefing
0:10
Debriefing and feedback.
PAGE 40
#2
HOW TO PREVENT
#SAFE PERSON TRAINING SESSION OUTLINE
2
3 4
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Prepare all flipcharts (goals and “Angel and Devil”) Prepare the Posters (we give you some examples of posters): Workshop on consent. Information before the event. Avoid sexualized activities/games/parties. Promote responsible drinking culture. Alternative social program. Purple space/ safe space room. Zero tolerance policy. Code of conduct. You have to put all the posters around the room before.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? This workshop is not needed a specific trigger warning but it’s necessary to give participants a moment to rest before because they have to create the material and it’s needed extra concentration.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? Guidelines of SMASH: https://drive.google.com/file/d/1hBElBIWMfhUJ9eLgvPVqXOCsrrE1uoYa/view?usp=sharing
Workshop on consent: https://drive.google.com/open?id=1giM1gKO0IbVOdrY1gbkbki32IO6Axj9T
Template of Code of conduct: https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo suva/documents/policy/wcms_407364.pdf
PAGE 41
ROLE PLAY
#SAFE PERSON TRAINING SESSION OUTLINE
5 6 7
BRIEFING OF THE SESSION
What questions are additionally or especially useful? What topics might occur during the debriefing? How was the session? Was it hard to come up with measures? Did discussing help?
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION
Useful comments about any stage of the session Leave space to new ideas come out (you can leave extra posters). When participants are walking around, it’s recommendable to put softly music. You can decide if you want to give the participants the freedom to choose the posters. If you can not use the walls, you also can put a row in the middle of the room and put the posters as a clothesline.
POSSIBLE FLIPCHART DESIGNS
PAGE 42
Safe Person Training Session Outline
3.2
WORKSHOP DELIVERY SHORT DESCRIPTION As one of the main ways of preventing sexual harassment is to raise awareness and educate others, Safe Persons will see themselves quite often delivering short workshops and activities for other young people. This is why, even if one session is too short to learn how to be a trainer, we aim at providing some tips and tricks on how to conduct a workshop.
TIME
90 min
GOAL(S) OF THE SESSION To learn the main characteristics of NFE. To be familiar with the main facilitation techniques. To know how to develop a workshop structure. To be familiar with the main challenges of delivering workshops against sexual harassment.
MATERIALS & EQUIPMENT Flipcharts and markers.
PAGE 43
1 PROPOSAL FOR THE SESSION WORKSHOP DELIVERY
SESSION
TIME
DESCRIPTION
Intro
0:05
Trainers welcome participants to the session and explain its objectives. Here is the ideal moment to make a trigger warning and create a safe space before starting the session.
What is NFE?
0:10
Show participants this video: https://www.youtube.com/watch?v=dPANb53ojME Ask participants: Do you understand all the principles? Would you add anything? Can you recall any non-formal education activity in which you participated? What made it a good one? (write the answers on a flipchart)
Facilirainbow
0:20
Place the facilirainbow flipchart (check the model flipchart) on the wall and explain the 2 axes (contribution to the content and interaction of participants). Show participants the moderation cards one by one, each one with one facilitation method. Ask participants to place the method in the facilirainbow according to the 2 axes. Once they’ve placed it correctly, provide the definition and ask participants for examples of this method. Repeat with the next method. Methods: Presenting. Demonstrating. Teaching. Socratic direction. Facilitated discussion. Brainstorming. Process monitoring.
4MAT
0:10
Explain participants the 4MAT model for workshop design (https://aboutlearning.com/about-us/4mat-overview/) and ask participants for an example of each activity. Explain as well the most common debriefing technique. What has happened? How did you feel? What have you learned? How can you apply this in the future?
Challenges
0:20
Make an open brainstorming about challenges and questions they think a workshop on tackling sexual harassment can have for them, and answer them among the group and the trainers with your experience.
Closing
0:05
Leave space for any last questions and remarks and make a temperature check on how prepared they feel they are to facilitate a workshop now.
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#1
WORKSHOP DELIVERY
#SAFE PERSON TRAINING SESSION OUTLINE
2 3 4 5
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Draw the flipcharts of the facilirainbow and the 4MAT. Download the video of NFE principles.
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session? NFE: https://www.youtube.com/watch?v=dPANb53ojME 4MAT: https://aboutlearning.com/about-us/4mat-overview/
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION
Useful comments about any stage of the session If you have more time, you can also make in groups or in the big group a brainstorming on skills they think are needed to be a good trainer/facilitator on the topic and on the dos and don’ts.
POSSIBLE FLIPCHART DESIGNS
PAGE 45
Safe Person Training Session Outline
3.2
MENTAL HEALTH SHORT DESCRIPTION During this session participants will learn about the role mental health plays in their task of Safe Person, and will learn tools and activities to help them cope with their experiences.
TIME
90 min
GOAL(S) OF THE SESSION Participants become aware of the importance of (their) mental health. Participants learn at least 5 different tools they can use to cope with their mental health.
MATERIALS & EQUIPMENT Pens (1 per pax), markers of different colours, post-its of at least 2 different colours, sheets of paper, colourful cards. Desirable/ if available: flip-charts, ball, speakers.
LOCATION REQUIREMENTS
If possible, this session should take place indoors and trying to have a cozy and comfortable atmosphere.
PAGE 46
1 PROPOSAL FOR THE SESSION MENTAL HEALTH
SESSION Why do we need to talk about mental health?
Why do we need to talk about mental health?
TIME
DESCRIPTION
0:05
The trainer invites participants to reflect about real-life cases of previous experiences of Safe Persons struggling at some point in their role. The trainer can read these cases aloud, distribute them in groups, divide them among participants, etc. Participants are invited to reflect about how they would have felt if they were the Safe Person represented in the case.
0:15
The trainer invites participants to express their reflections through any means they wish: there would be pens, papers, markers and flipcharts in the middle of the room; they could also go outside or somewhere else in the venue; they could talk to someone else; they can do exercise; they can play a game; etc. Participants must pick only one method, and stick to the timing.In order to not make things confusing (and awkward) those pax who wish to interact with others for this self-expression exercise can "mark" themselves with colourful post-its. For example, if they wish to talk to someone, they can wear a pink post-it, and so be approached by another person with a pink postit; if they wish to walk with someone, a yellow post-it; if they wish to play, a blue post-it, etc. Trainer would benefit from limiting these post-it options, in order to make the session more effective, less confusing, and not to waste participants' time.
0:10
Brief discussion (see Session outline document for ideas for questions). There will be a longer discussion later in the session, this is only a brief discussion to transition from one part of the session to the other. If needed, trainer can tell participants this to reassure their needs and questions would be met later.
0:10
Participants are divided in two groups. They have 10 minutes to brainstorm and come up with different tools or exercises or ways to take care of their own mental health as SPs. They need to cluster these tools, exercises or ways in three groups: those that can be applied before the event where they will be SP, those they can apply during, and those they can apply after.If the group is smaller than 7 people, 1 group would be fine. If it is bigger than 15 people, 3 groups. Also, even if some tools may fit in the three categories, they have to make an affort to place them in just one category, two at most; this will help clarify take-home messages.
0:10
Each group presents briefly the tools/exercises/ways they found and to which categories they belong. If not self-explanatory, they can briefly explain some tools.
0:10
The trainer draws attention (or presents if they haven't been mentioned) the following tools/activities: Physical health, boundaries, relaxation exercises, time management, storytelling (see Session outline for more information on these techniques and the categories they belong to).
PAGE PAGE47 46
#1
1 PROPOSAL FOR THE SESSION MENTAL HEALTH
SESSION
TIME
DESCRIPTION
Defrief
0:15
Discussion (see Session Outline for ideas for questions)
Further help and info
0:05
After having learned about measures to prevent, pax are now invited to write on a post-it one thing they can & are willing to do to prevent situations favouring SH from happening and put it on the Angel side of the FC.
Buffer Time
0:05
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#2
MENTAL HEALTH
#SAFE PERSON TRAINING SESSION OUTLINE
2
3
PREPARATION OF THE SESSION
What does the trainer need to prepare, set up, design etc. before the start of the session? Visuals for the 5 key tools, and optionally for the other 2 after the debriefing (see below). Recommended: colourful cards that can be moved and separated from one another, and therefore be physically placed in different places as they belong to different categories. Gather materials for the first exercise about self-expression (see detailed description of the session). Optional: make a cozy and comfortable atmosphere in the room. Some ideas: nice background music (but also energetic), pillows instead of chairs, fresh air and light, etc.
BRIEFING OF THE SESSION
What should be mentioned? Is there a specific trigger warning for this exercise compared to the overall training? It would be good to remind, softly and kindly but in no uncertain terms that during this session they will not discuss their own personal mental health, so it is not a session for them to cope with their experiences during the training/ so far as SP. They will have a small chance to do so, but very briefly and it will only serve illustrative purposes (to illustrate the importance of expressing and understanding their experiences). Coping with mental health experiences will be discussed, only on a meta level, but some pax might find this triggering.
PAGE 49
MENTAL HEALTH
4
#SAFE PERSON TRAINING SESSION OUTLINE
CONTENT INFORMATION
What is the content and background information that the trainer needs to deliver the session?
5 key tools, and their categorization depending on whether they are to be used before the event (B), during (D), or after (A): Physical health (B, D, A): physical health has a big impact on mental health, our awareness level, and our ability to cope with stress. Before, during and after the event SPs can eat well, exercise, rest, take breaks, sleep, etc. More info on the links between physical and mental health here. Boundaries (D): understood as establishing personal limits, also in terms of skills and knowledge, and time (see time management). This includes becoming aware of our own limits and being able to express them, saying “No” to certain requests, asking for certain environmental conditions in which to perform the SP duties, etc. These boundaries might be communicated if needed, for example, with the rest of the SPs in the event, if any others, and or with organisers of the event. Relaxation exercises (D, also A if distress persists): there are many different types and techniques, not all of them work for everybody. Some examples of techniques here. Time management (D): ensuring and allocating the right amount of time for each duty during the event, including enough time to take care of physical health (see above). Some measures might include ensuring that during the event the SP does not have other demanding tasks or responsibilities, separating the time as SP from their personal time, following a healthy timetable that helps achieve all the tasks and responsibilities during the event so that stress levels are kept low, saying “no” to tasks that overfill the schedule (see boundaries above), etc. Storytelling (A): key mental health tool! Storytelling can be done through different mediums: writing, talking, painting, embroidering, playing an instrument, doing a craft, even exercising! It can be private (the story is told only to oneself), shared with a trusted person, or made public (but ensuring the anonymity of people involved in the story). The story to tell can be about the SP experiences, about their feelings, about their personal development after their role of SP, etc. Important: talking is part of storytelling. It is not “urgent” to go through this, but very benefiting at some point. Highlights the importance of “embracing” experiences rather than “running away” from them. More here on the benefits of storytelling for mental health.
2 external tools: Professional help (mostly A): talking to a friend or colleague is not the same as talking to a professional. Professional help might be sought when needed and should never be underestimated. Professional help might be sought even if mental health challenges are not big. Professional help does help. It is important to take time to look into what therapies might be most useful to us in particular. Research/ reading/ informing oneself (mostly B and A): here it is suggested to create an online library, a shared Google Drive doc that all SPs can access in order to share information, books, websites, tools, etc. that have helped them in their role of SP. It is very important to check the veracity and possible biases of the sources.
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MENTAL HEALTH
#SAFE PERSON TRAINING SESSION OUTLINE
5 6 7
BRIEFING OF THE SESSION
What questions are additionally or especially useful? What topics might occur during the debriefing? Some suggestions of questions for the first debriefing (10 min): What did you do? Did it help? Did you learn something about yourself? Did it help clearing your experience? Is what you did something you do frequently in your life? Would you use it again? How would you link this exercise to mental health? If so, how? Some suggestions of questions for the second and last debriefing (15 min): What techniques do you prefer to use? Did you discover any new tools? Are all the tools suitable for everyone? Are all the tools suitable to all experiences? Have we missed any tool? Do you think learning about these tools is helpful in your role as SP? Is there something you would change about your work as SP? Any questions?
TIPS & TRICKS AND POSSIBLE VARIATIONS OF THIS SESSION
Useful comments about any stage of the session If there is enough time, at the end participants can be invited to pick 3 tools they plan to use to take care of their mental health, and to write this down. If short on time, the first exercise can be skipped and start directly from the brainstorming and clustering, but it is not recommended...
POSSIBLE FLIPCHART DESIGNS
PAGE 51