1105-EJS Dorset Transport V01

PROJECT G..U.S. Getting U Safe!

HOW TO... ...improve bus er driver-passeng relations in your area

Contents 3. Introduction 4. Creating Dialogue 6. Setting the Scene 8. Running the Workshop 12. Gus’ Top Tips 13. Feedback

Hi, I’m Jack!

Hi, I’m Sophie!

Using the bus every day to get to school, I noticed many issues regarding young people and public transport. I got involved with this project to resolve those issues!

Being able to use public transport becomes more vital as we grow older.

I got involved to improve relationships between passengers and drivers, so that everybody’s journey can be more enjoyable.

Hi, I’m Sarah!

I use the bus every day to travel to school, so public transport is very important to me. I got involved in this project because I had been seeing lots of problems on my bus. I hope this booklet helps you to solve any issues you’re having on your public transport!

Hi, I’m Sam!

I chose to be involved in this project because I live in a very rural area where busses are few and far between. Due to this, more elderly people than young people use the service. Young people aren’t a priority when it comes to the bus.

I hope this pack helps you see that, and helps you solve these transport problems!

Hi, I’m Lucy!

I got involved with this project as in my local area we had really bad communication and behaviour on busses. ‘Gus on the Bus’ (Getting Us Safe) has enabled young people in Dorset to create a better network, communication and levels of respect when using local transport. Keep safe and have fun.

Introduction As members of Dorset Youth Council, we regularly attend the Dorset Youth Transport Forum, which addresses all types of transport issues faced by young people living in Dorset.

One issue that kept cropping up was the negative attitude to young people on public transport.

With help from First Bus, we conducted a workshop with bus drivers and passengers, with the aim to improve these issues in our area. It was such a success that, with the help of Fixers, the charity that gives young people a voice, we decided to create an educational resource to help other young people conduct their own workshops, and that’s when Project G.U.S was formed.

Creating Dialogue The first thing you will need to do is to get everyone talking. It takes time to build bridges and create positive networks.

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Set up a transport forum. Invite local youth councils, schools councils and youth groups to come and share their views.

Get local schools involved. You could present your concerns and plans at an assembly to get students thinking about their behaviour on public transport.

Contact your local authority and speak to those in charge of school transport.

It is important to get local transport companies involved, so don’t forget to invite them too.

Don’t forget to get the support of a local councillor. Tell them what you are doing and what you want to achieve.

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Setting the Scene When you have everyone talking and wanting to work together to run Project G.U.S., you will need to take the following steps to ensure that you are all prepared for the workshop

Refreshments Biscuits and squash always go down well with young people. Tea and coffee for the adults!

Equipment Pens, paper, flipcharts, marker pens and also the ability to be able to print or make photocopies

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Venue You will need to get a room to run your workshop.

Look for free or really cheap venues such as schools, youth centres or community rooms.

Don’t forget that your local council has lots of meeting rooms… these should be free of charge

Facilitator You will need someone enthusiastic to run the workshops. This should be someone who is: • used to running this type of session • familiar with the material • able to get people thinking about Project G.U.S

Running The Workshop So, you’ve brought everyone together... lets start the workshop! We’ve highlighted in bold helpful hints to the facilitator.

Begin with an ice-breaker - this can be anything that get the group chatting and creates a friendly atmosphere! Remember - an open, honest atmosphere is key to the success of the workshop.

Welcome

20min

The facilitator explains the course objectives: • To examine the problems bus drivers have when transporting young people.

• To explore the causes of poor behaviour.

• To build better relationships between bus drivers and young people, based on mutual respect and understanding.

The facilitator outlines the anticipated outcomes: • Drivers will feel more confident when dealing with young people.

• Lower incidence of driver/young person confrontation.

• Improved perceptions of drivers by young people and of young people by drivers.

Explain the Rules

10min

Explain that confidentiality and respecting each others’ views are a must for a constructive session. Either: • In groups of young people and drivers, ask them to write down the rules of the session they would like to see (for example, around behaviour and language) then compare and compile into one larger sheet.

• Or work together as a group with the facilitator writing ground rules on a flip chart.

Completed sheets to be stuck on wall.

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Manage Expectations

15min

Stereotypes

15min

There needs to be some common ground in expectations from both parties. Split participants into mixed groups of threes/fours.

Using paper and pens: • On one side, write the reason for attending • On the other side, write what they hope to achieve One person from each group to feed back. Completed sheets to be stuck on wall. Facilitator to acknowledge each point from each group and encourage positive comments from participants.

It is worth pointing out that while they will probably laugh at the stereotypes, they should remember their serious purpose in finding new and improved ways of relating to each other.

Ask them not to take offence, to be honest and remember that everyone will get a chance to speak.

Split the groups again into threes and fours, with drivers and young people separated. On one sheet of paper ask them to write all the stereotypes associated with the opposite group. Think about what they might look like, their mannerisms and body language, how they talk, their verbal language, facial expressions and behaviour. Be as open and honest as possible.

Get each group to feedback, explore the reason behind the descriptions and stereotypes they have used.

Perfect Passenger/ Driver

15min

Staying in the same groups, participants draw their ‘perfect’ driver/ passenger, e.g. body language, how they talk, facial expressions and behaviour. Each group to feedback, explaining their drawings and reasons behind them.

Always thank the individual for their input. Explore the differences and similarities between the perceptions. Reinforce positive comments. Remind everyone that often it is only a small minority of people that cause problems.

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Rolepay

30min

Split participants into mixed groups of at least two young people and two adults. Give each group a set of scenario cards (or make your own). Each group will have a couple of minutes to discuss how they are going to act out the scenario.

Each group then takes it in turn to act out their scenarios. The rest of the group act as passengers on the bus each.

It is important to ensure that the members of the groups are able to: • Reflect on the scenarios with insight into solving conflict on public transport • Empathise with the problem and move towards understanding and resolution.

The facilitator to emphasise that understanding the factors that lead to bad behaviour does not excuse bad behaviour.

This exercise is all about understanding that what is trivial to one person may be more serious to another.

Perceptions of Bad Behavior

15min

Young people and drivers divide into separate groups. Each group is given a sheet of paper drawing a line through the middle divided into sections 1 – 10. Each group writes their perception of the behaviours below on a scale of 1 – 10: 1= not serious: 10 = Serious.

L: Spitting.

A: Climbing on seats.

M: Graffiti.

B: Covering the camera.

N: Bullying.

C: Damage to seats.

D: Throwing objects about the bus. O: Smoking.

E: Messing around with exit doors. P: Shouting.

Q: Feet on seats.

F: Swearing.

R: Intimidating other passengers.

G: Fighting.

S: Loud music.

H: Bell ringing.

T: Sitting in the disabled seats.

I: Running up and down.

U: Trying to get on without J: Eating on the bus. paying.

K: Littering.

Ensure each group gets to explain why they have chosen this level on the scale. Remember the aim of this exercise is to gain mutual understanding.

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Courtesy & Respect

10min

Conclusion

10min

Bring all participants together to discuss what they feel represents being respectful to other. The facilitator to suggest examples like: • Saying please and thank you • Greeting people appropriately • Looking at someone when speaking to them • Apologising for genuine errors • Showing patience and tolerance Participants to sit as one group and to give comments on the following: • Something positive that they have learnt about the opposite group.

• Something they will change as a result of the workshop.

• Something positive they will share with others as a result of the workshop.

• Anything that they feel should have been included.

To close the session ask each participant to say something positive about either the workshop or the person sat next to them. It is important to thank each person after they have commented. The facilitator should end the workshop on a positive note.

Gus’ Top Tips Ensure that... ...the facilitator is familiar with the aims of Project G.U.S. ...the venue has enough chairs ...there is adequate working space ...you know where everything is

Breaking Down Barriers It is your chance to be open and honest.

It’s not about scoring points or getting personal.

Remember to listen to what others have to say.

Ice-breakers Keep them simple, ...keep them interesting, ...keep them fun!

Role Play Everyone should be aware of their role.

Talk about what is happening.

Explore your thoughts and feelings.

Unspoken Rules This group discussion is designed to get everyone talking and thinking about what we could and should do on public transport.

Ensure everyone has a chance to contribute.

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Conclusion Now that your G.U.S. project has finished, think about how you share what you learnt.

We would like to thank the following for their awesome help throughout our project: The young people of DYCE including: Sophie Sarah Jack W Sam Lucy Jack D Crystal Iga Jake Amelia Jade

Ask a local newspaper to run a story.

Send a report to local schools to get more young people involved.

Send a report to local bus companies to get them more involved too.

Get your local authority to send information to local schools.

Isle of Portland Aldridge Community Academy (IPACA), All Saints CofE School, First Dorset, Dorset Transport Forum, not forgetting the team at Fixers!

We very much hope you have found Project G.U.S. to be a good resource to enable safer travel on public transport.

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This booklet has been created with the help of Fixers, the charity that gives young people a voice. Fixers is part-funded by the National Lottery through Big Lottery Fund.

2015