Page 1

Off to a Bad Start Facilitator's Guide

The Long Way Home Female Book 1


Off to a Bad Start Instructions for Facilitators How to use this Facilitator's Guide LEARNER-GENERATED MATERIALS ("LGM") A Shellbook is not a normal textbook. It is an educational resource framework developed by topic experts. Educators use these "learning shells" to help students develop and "micropublish" their own teaching and learning materials, for their own use. The Shellbook Method: Patterned Oral Paraphrase (POP) Educationally, the most inclusive Shellbooks are illustrated stories -- or case studies like the one in this shell -- that use a sequence of pictures without text to guide discussion about a topic. The teaching method used is called "Patterned Oral Paraphrase" or "POP". When facilitators use the POP method to localize a Shellbook, everyone in a community can get involved, whether they have attended school or not, even if they can't read. Here's what POP means: "Patterned" - A POP facilitator uses a sequence of special illustrations to guide discussion about a topic. This is called "memory patterning". First the facilitator talks about what's going on in the story using the illustrations. Then the facilitator talks about the story while pointing to details in each picture. This helps people think about and then remember the most important information when it is time for them to tell or write the story using the pictures. "Oral" - POP works best when the entire localization process is conducted orally. You should only use the Flashcard set when you facilitate a POP session. It's best to learn the material in this Facilitator's Guide before a POP session. Learn from it, and then do your presentation orally. You should only use the Flashcards with notes on the back for yourself. Also, you should not hand out "sample books" with text in them during a POP session. If you use written materials, it will be very difficult for nonreaders and "oral preference learners" to participate. In many settings, you may eliminate the participation of some of the most influential community leaders.

1


"Paraphrase" - Community facilitators should use memory patterning and oral discussion until community members understand new information thoroughly. Once that has been achieved, community members should be encouraged to paraphrase the concepts in terms that are clear, accurate, and natural in their own language, cultural viewpoint, and peer group. Through the use of POP, a Shellbook can also be adapted to any reading level. For new readers, keep the text simple and short like the sample text displayed in this and other Shellbook "resource editions." For experienced readers, authors may wish to add more text or questions to stimulate the readers' thinking about the topic. ________

Training Materials You Will Find For Each Illustration Each illustration represents a theme that may have training material of any (or all) of the following four types: 1. Things to point out or talk about as you show the picture Memory patterning requires thorough discussion of the key elements within each picture. Sometimes people will have different interpretations of what a picture means. It is good to discuss these, but in the end, the picture must be related back to the designated meaning for that theme. Each picture element should become a reminder for people to talk or write about a crucial point when a story is localized by a community. 2. Sample Questions The questions are designed to be used first by people who are localizing a story. The questions help them to think about ways to best express the story in their own language and cultural viewpoint. Later, the questions help people to understand the meaning of the story and reflect on how it affects them, their families, and others. 3. Something Important to think about Theses are key statements that should be brought into the conversation and discussed thoroughly.

2


4. Medical & Life Skills Information Related to This Topic There are many other excellent resources available on the topics in this Shellbook. You should study all of those that are provided, and be prepared to bring them into the discussion.

Final Note to Facilitators For the most impact, the learners in each group you lead should write the text for their version of this Shellbook, not you. But you must become one of the "expert resources" who helps to guide them in understanding and discussing the meaning and importance of this story for their own lives.

3


Female - Bk 1; page 2 DISCUSSION KEY: RE-ENTRY & RELATIONSHIPS THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • • •

Jane just got out of prison on flat release. Her ex is a dealer, and Jane was in on drug charges. Jane is living at her mother's house. Jane's mother is glad Jane is out of prison. But she secretly worries that Jane may get involved with her ex and drugs.

SAMPLE QUESTIONS: • • • •

How do you think Jane feels about living with her mother? Should Jane's mother say she worries about Jane or keep quiet about it? Would Jane feel that she is being treated like a child? Should Jane tell her mother how she feels?

SOMETHING IMPORTANT TO THINK ABOUT: • •

Good talk is important for renewing relationships, especially when you've been in prison. Discuss any decision with someone else, especially for

4


• • •

the first 90 days after release. You might be tired of being told what to do. But be willing to listen to others and take advice. If you live with someone, you’re a guest (even if you're with family). So you have to follow some rules. It’s going to be hard when you get out. It’s hard for everybody.

Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: •

The importance of good, supportive relationships for ex-offenders

5


Female - Bk 1; page 3 DISCUSSION KEY: WORK & FEELING USEFUL THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • •

Jane gets a job as a waitress. She's good at it and enjoys her work. Jane's ex didn't want her to work when they were together.

SAMPLE QUESTIONS: • • • •

Why do you think Jane's ex didn't want her to work? How can working help people feel good about themselves? Is it important to feel useful? Why? Is self-esteem important?

SOMETHING IMPORTANT TO THINK ABOUT: • •

When you give, you will feel better about yourself than when you receive. After they're out of prison awhile, some people think, "I'm doing so well. I don't deserve it." But you do deserve it. You've done your time. Now it's time to start over. Things are going well because you're doing things right.

6


•

Sometimes when things go well, people sabotage themselves. They get careless and stop going to support meetings; they dabble in old, bad habits, they hang out with the wrong people, etc.

Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: •

Ways to build confidence and self-esteem.

7


Female - Bk 1; page 4 DISCUSSION KEY: RESPECT THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • •

Jane's mother is talking to Jane's sister on the phone. She is telling her how well Jane is doing, and how helpful she is.

SAMPLE QUESTIONS: • • • • • •

Should Jane's mother tell Jane how well she thinks she is doing? How would it make Jane feel if she knew her mother felt that way about her? Should Jane ask her mother, "How do you think I'm doing?" Could Jane gain her mother's respect even if she didn't have a job? Everyone wants to feel respected by someone. Why? Is self-respect or respect from others more important? Or do they have the same importance?

8


SOMETHING IMPORTANT TO THINK ABOUT: •

You can never gain some people's respect. But if you're doing the right thing, it doesn't matter what they think. You respect yourself, no matter what other people think.

Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: •

Self-respect and respect from others.

9


Female - Bk 1; page 5 DISCUSSION KEY: UNFAIR TREATMENT THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • • •

Another waitress didn't come to work and Jane had to work a double shift. Jane got off late. So she missed her ride home. Her ex happened to be at the restaurant where she works. He offered her a ride. Jane's mother doesn't know what had happened. She just sees Jane getting out of her ex's truck. She runs out of the house and starts screaming at Jane.

SAMPLE QUESTIONS: • • • • •

Did Jane do anything wrong? What could Jane have done differently? Was it fair for Jane's mother to think the worst about Jane without even asking her what happened? Why did her mother act that way? Do you think Jane's ex was stalking her?

SOMETHING IMPORTANT TO THINK ABOUT: •

Everyone would be a lot happier if we all treated each other the way we'd like to be treated.

10


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: •

How to respond to unfair treatment.

11


Female - Bk 1; page 6 DISCUSSION KEY: HANDLING CONFLICT THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • •

Jane's mother keeps shouting at Jane. She tells Jane all the things she's been worried about. She doesn't even give Jane a chance to tell her what happened.

SAMPLE QUESTIONS: • • • • •

Was it Jane's fault that she had to work a double? Is Jane a victim? Is her mother treating her unjustly? Why is Jane's mother acting that way? What are some good ways Jane can respond? What are some ways Jane might calm herself and her mother?

SOMETHING IMPORTANT TO THINK ABOUT: • •

Winning every battle isn’t important. Instead, focus on making your life better. It can be hard to forgive someone. But forgiving will keep anger from eating up your energy and time.

12


•

Resentment is like asking a drunk guy for directions. Both will send you down the wrong road.

Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: •

Principles of Restorative Justice.

13


Female - Bk 1; page 7 DISCUSSION KEY: IMPULSIVE DECISIONS THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • •

Jane's ex has been sitting there in his truck watching Jane fight with her mother. He tells Jane to come with him. Jane gets back into the truck and they drive away.

SAMPLE QUESTIONS: • • •

Did Jane make a good decision? Do you think she would go anywhere with her ex if she wasn't fighting with her mother? Did Jane's emotions help or hurt her decision-making?

SOMETHING IMPORTANT TO THINK ABOUT: •

If you feel your emotions taking over, back off and calm down before making a decision. People are more likely to make good decisions when they think about them.

14


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: • Principles of good decision-making. or risk avoidance (the AA /NA approach).

15


Female - Bk 1; page 8 DISCUSSION KEY: ABUSIVE RELATIONSHIPS THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • •

Jane's ex takes her to the motel where he is living and dealing drugs. He sweet-talks Jane and tells her that he'll take care of her "like he always did." He says that Jane can stay at the motel with him.

SAMPLE QUESTIONS: • • • •

Why do you think Jane's ex takes her home with him? Does he really care about her? Does Jane really believe his sweet talk? If not, why would she stay? What could Jane do instead of staying with her ex?

SOMETHING IMPORTANT TO THINK ABOUT: •

Some people have friends. Other people just use "friends"

16


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: •

How to recognize abusive relationships and what to do about them.

17


Female - Bk 1; page 9 DISCUSSION KEY: OLD HABITS THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • • •

Jane starts taking drugs again. She loses her job. She stays in the motel with her ex. She feels that she has nowhere else to go. Jane blames her mother for everything that's happening to her.

SAMPLE QUESTIONS: • • • • •

Why did Jane start taking drugs again? Was Jane an addict when she got out of prison? Is that why she lost her job? Why did Jane stay with her ex? Where else could she go? Are all Jane's problems her mother's fault?

SOMETHING IMPORTANT TO THINK ABOUT: • •

Old habits are hard to break until they are replaced with new ones. Holding grudges and getting revenge hurts you, too.

18


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: • •

Why old habits die hard and what to do about it. A habit makes a path in your brain. That's one reason it's hard to break a habit.

19


Female - Bk 1; page 10 DISCUSSION KEY: RECOGNIZING SEXUALLY TRANSMITTED DISEASES (STDs) THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • •

Jane is talking to a nurse at a nearby clinic. Jane tells the nurse that she has painful sores in her genital area and on her thighs. The nurse tests Jane for STDs and tells her that she has genital herpes.

SAMPLE QUESTIONS: • • • • • • •

Is Jane surprised that she has an STI? Why did Jane think she had more than a common yeast infection? What are the differences between a yeast infection and an STI? Is there medicine that will cure herpes? Can medicine cure other STIs? Can you tell if your partner has an STI? What are some ways of reducing your risk of getting an STI?

20


SOMETHING IMPORTANT TO THINK ABOUT: • •

It's easier to get infected with HIV if you have an STI. One of the great misconceptions is that people who have STIs know they have them.

Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: • • •

How to recognize the symptoms of herpes and other STIs in women. How to avoid spreading STIs. Myths about ways to catch STIs

21


Female - Bk 1; page 11 DISCUSSION KEY: RISK of STD's THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • • •

Jane walks back to the motel and sees a young girl getting out of her ex’s truck. The girl is wearing a short skirt and holding a big bottle of whiskey. The girl sneers at Jane and says something rude to her.

SAMPLE QUESTIONS: • • • • •

How are STIs spread? Do dealers have sex with a lot of women? Are people who have multiple sex partners much more likely to have STIs? Does Jane realize she got herpes from her ex? How do drugs and alcohol affect decisions?

SOMETHING IMPORTANT TO THINK ABOUT: •

Most STIs are more easily transmitted from male to female rather than female to male.

22


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following:

23


Female - Bk 1; page 12 DISCUSSION KEY: MEDICAL SYMPTOMS & TESTS THINGS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • •

Jane has felt really sick for several weeks. She is tired all the time and the glands in her neck are swollen.

SAMPLE QUESTIONS: • • • • •

Are Jane's symptoms because of her herpes? What should Jane do? Do you think Jane might have HIV? Is HIV an STI? What are other ways to get HIV?

SOMETHING IMPORTANT TO THINK ABOUT: •

Some people with HIV have no symptoms. However, fatigue, weight loss, poor appetite, frequent skin rashes, frequent vaginal yeast infections, and thrush are some of the symptoms that people with HIV infection can get.

24


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: • • • •

How to recognize the symptoms of HIV. Details of the testing procedure for HIV. HIV risks associated with abstinence, oral sex, vaginal sex, and anal sex. HIV risks associated with other STIs.

25


Female - Bk1; page 13 DISCUSSION KEY: HIV THIN GS TO POINT OUT OR TALK ABOUT AS YOU SHOW THE PICTURE: • •

Jane gets her tests results fast. The nurse says Jane has HIV.

SAMPLE QUESTIONS: • • • •

What does it mean to have HIV? How does Jane feel about having HIV? What should Jane do next? What will happen if Jane doesn't do anything about her HIV?

SOMETHING IMPORTANT TO THINK ABOUT: • •

Once you know you have HIV, you can get help. If you don't know you have it, you can only get worse. Untreated HIV can kill you.

26


Medical & Life Skills Information Related to This Topic Peer Educators, please review any related curriculum and other resources provided for you on this topic, and be prepared to discuss the following: • • •

What to do when you find out you have HIV. What can happen if you don't get treated for HIV. Myths about HIV.

27


28


www.lifestories.shellbook.net

lwhs-w1-fg  

TheLongWay Home Facilitator's Guide Female Book 1

Read more
Read more
Similar to
Popular now
Just for you