Vizazi Manual 02 by Nothingfancy

KATA TEMPER Peace Starts with You Training on Anger Management

Graphic Design www.nothingfancy.nl All copyrights owned by Wendy Aimée De Macker | Vizazi | www.vizazi.org June 2019 | Nairobi | Kenya

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Welcome with a personal note

‘Working as a counsellor in the Netherlands and in Nairobi for over 18 years I witnessed that everywhere in the world the foundation of life is determined by relationships. Communication, affection and connection create the steppingstone of inclusiveness. And don’t we all want to belong?’ You have the privilege to hold one of the training programs of Vizazi. The design is based on more than a decade of experience as a trainer and systemic therapist working with families and youth in the Netherlands and in the informal settlement Mathare | Nairobi | Kenya. My whole life I’m intrigued by one burning question: what makes young people succeed in the most challenging and marginalised circumstances? In my years of experience as a counsellor with multi complex families, I saw the most talented and promising youth fall or rise. The challenge in life is not to destruct, the real deal lies in creating a fulfilling life path. Since the moment I was introduced to one of the most dynamic areas in the world Mathare, I was inspired by the resilience of the young people who are turning daily challenges into solutions and street skills into golden life skills. Lacking opportunities forces you to design your own chances and the youth in Mathare are the living example of that attitude. It inspired me to design the ‘Social Upgrading Program’ | SUP1 to offer youth worldwide a pallet of high quality trainings. As a relationship/family counsellor I discovered in the last 16 years that ‘no man is an island’. Changing any type of behaviour is always connected to the influence of positive powers in your context. The drive to rise in life is inseparable intertwined with the feeling of inclusiveness. And don’t we all want to belong? Enjoy, learn, be inspired & inspire. For any questions or input, always feel free to contact Vizazi. Warm regards, Wendy Aimée De Macker trainer | systemic therapist Nairobi | The Netherlands +254 (0) 713 678 422 wdemacker@vizazi.org | www.vizazi.org

1. See attachment ‘SUP over view’ for the details of the training programs Vizazi has to offer

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Table of contents

Introduction Vizazi 07 Introduction Vizazi Foundation 11 Professional biography of Wendy Aimée De Macker

Introduction ‘Social Upgrading Program’ | SUP

Information Vizazi research team 23 Guideline ‘Strengths and Difficulties Questionaries’ | SDQ

Training one pager: Kata Temper 33 Short description sessions 37 Structure every session 41 Content sessions 45 Closure and contact details 63 Attachments 67

SUP overview MDIL poster MDFT flyer

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Introduction Vizazi

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Our clients are children, youth, adults, couples and families, companies, organisations, institutions and communities in Kenya and the Netherlands. 8

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Vizazi is an international expert centre for interventions operating in the field of high quality counselling, training and supervision. We believe that the essence of a meaningful life is based on inclusiveness and belonging through the relationships an individual encounters. The key to maintain healthy relationships is having control over your life by making conscious and constructive decisions. What we do Professional counsellors with more than a decade of experience help people, who feel stuck in life with themselves, their private relationships or their (work-)environment to gain control again, create ownership and redesign their life. Our clients are children, youth, adults, couples and families, companies, organisations, institutions and communities in Kenya and the Netherlands.

Individuals

Couples | Families

Companies | Institutions

Emotion & anger regulation Acting out behaviour Substance abuse Identity issues Attachment disorder Limited coping skills

Domestic violence Sexual, physical & emotional abuse Misbalance of hierarchy Communication problems Relationship issues Dysfunctional family strategies Parenting

Individual staff guidance Misbalance of teams Destructive team behaviour

How we do it Wendy as the founder of Vizazi has more than 16 years of experience in ‘Multi Systemic Therapy’ | MST (www.mstservices.com), ‘Multi Dimensional Family Therapy’ | MDFT (www.mdft.org & see attachment), intergenerational therapy and was recently trained in the couples counselling’s method Gottman (www.gottman.com). We use evidence based methods from cognitive, relationship/systemic and intergenerational therapy to carefully challenge our clients on a mental, emotional and social level to reconstruct unhealthy patterns. In the process of empowering our clients to create ownership and redesign their future, we follow a proactive, respectful and curious approach. The client’s needs are our starting point and we always include key influencers from the client’s context who contribute positively to the desirable change. At this moment Wendy is offering her services to a variety of clients in her private practice in Westlands | Nairobi next to her commitment to execute training programs for youth in Mathare. For any question or a consult, always feel free to contact her: Wendy Aimee De Macker +254 (0) 713 678 422 wdemacker@vizazi.org | www.vizazi.org

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Introduction

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Vision ’Building communities starts with building youth’ 12

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Vizazi Foundation About Vizazi Foundation Vizazi Foundation is an international expert centre for youth interventions offering in close collaboration with local organizations high quality training and counseling services called ‘Social Upgrading Program’ (SUP) for at risk youth living in informal settlements. The trainings and counseling services stabilize youth on a mental, emotional and social level by challenging them to make conscious and constructive decisions. This has a direct impact on creating a safer and securer community and hopefully society in Nairobi. The founder of Vizazi Foundation visited Mathare for the first time in 2003, one of the most dense slum areas in Nairobi, where youth are exposed to a risky lifestyle daily and tempted to step into a shortcut like crime. Vision - ’Building communities starts with building youth’ A world where conscious youth build stable societies for future generations. Mission - ’Anyone can become the designer of their own life’ Vizazi offers high quality training in informal settlements to stabilize youth on a mental, emotional and social level by enabling them to make constructive decisions. Why we do it In a desperate attempt to decrease the high crime rate in Nairobi’s informal settlements, Kenya implemented a shoot-to-kill order. As a result to this type of intervention 1252 extrajudicial killings of youth in five years by Kenyan police are facts2. This has an incredible devastating impact on lives in which numerous families are brutally scattered. Next generations grow up without fathers and a whole generation is vanished in the informal settlements. Reform programs are lacking for this specific target group as well as programs which are investing in youth to prevent the criminal lifestyle3. In 2011 Vizazi started a pilot on counselling in the society of Mathare in order to deliver an alternative intervention for the current shoot-to-kill as well as an answer to the call of UN-HABITAT for permanent counseling and psychological support services to stabilize youth as part of building urban safety4. This counseling program confronts the Kenyan community, the younger demographic in particular, with their behavior, thereby creating an awareness that results in the people taking ownership and control of their own lives. How we differentiate Vizazi Foundation offers an alternative additional service on counseling to the existing empowerment programs of these at risk youth. It is the newest additional tool to existing youth curricula offered by local organizations in informal settlements. It uses the ‘Train the Trainer’ approach which ensures that the gained experience will be passed on, resulting in a safer and more secure future for this generation and the next. After the pilot became a success the current ambition of Vizazi Foundation is to introduce ‘Multi Dimensional Family Therapy’ (MDFT) as one of the family counseling methods as part of SUP. It will be the first time this method will be implemented in an African informal settlement (for more information on MDFT: www.mdft.org and see attachment for the MDFT | YIF flyer).

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Professional biography of

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Wendy Aimée De Macker

‘Professional counsellor in systemic therapy with a specialization in relationship/ family therapy and a focus on youth interventions’ 16

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I am a professional counsellor in systemic therapy with a specialization in relationship/family therapy and a focus on youth interventions. I got out of my comfort zone by travelling through more than thirty countries and exposing myself as a counsellor in the Netherlands, India, Ghana and Kenya. Since my studies in social work I challenged myself by topping off my education with a master’s degree on systemic therapy like MST (Multi Systemic Therapy), MDFT (Multi Dimensional Family Therapy), intergenerational therapy and recently being trained in the Gottman Couples Counselling Method (www.gottman.com). During the last 16 years I worked with the most vulnerable clients in different settings in Nairobi and the Netherlands. I operated in critical circumstances with youth and multi problem families when I was attached for seven years to the Crisis Team of Youth Care in the Netherlands. Severe neglect, (sexual) abuse and domestic violence were the main issues. In the last eight years I practiced counselling in the forensic psychiatry specialized in reforming hardcore delinquent and addicted youth by making use of the powers existing in their social ecology. Working with youth and complex systems I discovered that acting out behavior are mostly symptoms connected to emotional neglect, stress and trauma. I am known as a pragmatic and barefoot counsellor. In the process of empowering a person and redesigning their future, I coach my clients closely and carefully in order to create ownership of their life. I always ‘lead them from one step behind’, whereas my proactive, respectful and curious attitude is the most valuable tool in my work. My client’s needs are my starting point and I always include key influencers from the clients’ context who contribute positively to the desirable change. Next to my experience as a counsellor I incorporated skills on supervision, leadership and policy development in my variable work settings. Besides this I always took the new professional generation on board to groom them in this dynamic work field. Personal characteristics are being committed, directive,

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analytic and proactive. I am known to have integrity and am transparent. These attributes contribute to a balanced and safe team spirit.

‘Building Communities starts with Building Youth’ Community work was part of my upbringing. Strong messages given by my parents influenced my view on the world: ‘Be inspired by the person itself and not a title or degree’ | ‘From each person out of every corner of society you can learn’ | ‘Communities are built by people’. These were statements that never left my mind. From a young age, my values were molded into an approach of life in which I was aware that I was more than privileged. The fact that I could sharpen my intelligence by education embedded in a peaceful and loving home was magical to me. With the tendency to live my life to the max and convinced that magic happens outside your comfort zone, I was introduced to the unique setting of the informal settlement Mathare in Nairobi in 2003. Youth are exposed daily to a risky lifestyle and tempted to step into a shortcut to prostitution or crime. Stunned by their dynamics and creativity I realized that youth in these settings were the embodiment of life force. I imagined that if high quality guidance were offered to this growing generation, it could make a difference. To achieve this became my ambition and goal. In 2011 I started a pilot on counselling in the society of Mathare. In close collaboration and on request of the local organizations the pilot became a success and resulted in the realization of the `Social Upgrading Program` | SUP. Currently I am working in Nairobi where I focus on implementing the SUP training programs in local slum areas next to offer my high quality services on counselling to a broad range of clientele from any background.

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Introduction ‘Social Upgrading Program’ | SUP

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Vizazi Foundation developed the training and counselling methods called ‘Social Upgrading Program’ (SUP). SUP is designed to work on a mental, emotional and social level, challenging youth to think and act responsibly in order to become owners of their life. The training package specifically targets youth between 6 and 24 years from different backgrounds and social contexts, who struggle with one or more of: 1. identity problems and low self esteem 2. lacking focus or purpose in life and school dropout 3. growing up in dysfunctional family structures 4. stress, trauma, depression and anxiety 5. impulsive, hyperactive behaviour 6. acting out behaviour like aggression, delinquency and drug abuse Social Upgrading Program | Package 1. Equip | training to think and act more responsible through a peer-helping approach5 2. Write Junior Club | training to decrease symptoms of stress & trauma6 3. Kata Temper | training on anger management 4. Sekete | training to create sex(ual) awareness 5. Sikika | training for youth to strengthen their identity and assertiveness 6. ‘My Drive In Life’ | training to create awareness of motivational resources in life7 Expertise The expertise of Vizazi is based on more than a decade of experience working with at risk youth. SUP tapped into the already existing resilience of these youth facing the most degrading circumstances. Vizazi beliefs that the power of youth in high risk areas can divert beyond measurement when the proper guidance is available. SUP has cultivated from this experience crucial life lessons as an inspiration for all kind of youth worldwide. Counselling method The methodology of SUP is based on cognitive behavioral therapy reinforced by positive peer-to-peer dynamics of the group. To ensure counseling occurs on the most effective level, participants are counseled in a secure setting and in appropriate groups to encompass and maintain group dynamics. Important key values implemented in the SUP include: bottom up, ownership, ‘positive peer pressure’, inclusiveness, evidence based, cultural sensitivity, social ecology and relabeling. Train the Trainers SUP uses the ‘Train the Trainer’ approach in which local youth are trained to train their fellow peers. Vizazi also appoints them as the ambassadors of the programs and as the positive role models of the community. This ensures that the gained experience will be passed on, resulting in a safer and more secure future for this generation and the next. Vizazi Foundation can be consulted by individuals, private schools, CBOs and NGOs for training, boosters and expertise in general regarding the ‘Social Upgrading Program’.

The equip program | dr. John c. Gibbs, granville b. Potter & dr. Arnold p. Goldstein | 2001 |isbn-13: 978-0878224609

Write junior club | sacha lucassen & saskia van der oord | june 2012 | swp | isbn 9789088503504

Author nelleke nijhuis | mindsetgo | info@mindsetgo.Nl | w w w.Mydriveinlife.Com

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Information Vizazi Research Team

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Introduction Vizazi Research Team In course of implementing ‘Social Upgrading Program’ | SUP in the informal settlement Mathare | Kenya, Vizazi Foundation realised over the years that a crucial part of professionalization has to include research on impact and effectiveness. The guiding questions in consideration are: • Do the training programs designed on request of local organisations serve the target (groups) as desired? • Do they enable the kids, teens and youth from the community become more resilient in the decisions that they are facing growing up in such an extraordinary setting as Mathare? • How does SUP contribute to their development as a youngster? • In which way can SUP contribute to the stabilisation of individuals and its slipstream to the community?

Vizazi Foundation reached out in her network and formed the Vizazi Research Team with professionals working for years in the field of mental health. A team of (clinical) psychologists and researchers on effective youth interventions in the branch of public safety and criminal justice came together and designed the first research method for SUP for the year 2016. The research aimed at measuring the impact of the programs of SUP. A training was conducted for the SUP team in October 2015 by a representative of Vizazi Research Team. Part of the guidance is the presentation of the guideline integrated in this manual (see next chapter). The impact of the programs of SUP are measured through the behaviour questionnaires ‘Strengths and Difficulties Questionaries’ (SDQ) 8 . Data will be collected on different levels of context for instance individual, teachers and parents and will be used for a consistent critical evaluation tool for enrolling the programs of SUP in the long term. The year of learning I 2016 In 2016, Vizazi Foundation started the first research. 180 questionnaires were conducted in this year where amazing results was found. In the program EQUIP, it was shown through the SDQ research that the participants felt better about their behaviour at the end of the training. The Write Junior Club training had a different outcome as the teachers were more able to see the challenges that the children had in the end. This shows that teachers, and even the children, became more aware about the challenges of the children in the end of the program compared to the beginning which creates an opportunity for professionals to customize their guidance even better for the children. Through the research, it is observed that there is impact on the youth and children participating in these programs. These outcomes underline the vision of Vizazi Foundation: the more aware and conscious a person is (including stakeholders in the social setting of the child/youth), the more they can create a chance of making more constructive decisions in their life. Vizazi Foundation has the ambition to stabilise youth on mental and emotional level which can resonate to the social level. The year of change I 2018 In the year 2018, Vizazi Foundation partnered with the University of Utrecht in the Netherlands. This was an aim to build on lessons learned from the SDQ. The research team saw the need to have both qualitative and quantitative aspects of research. The research was conducted in three different methods i.e. participant observation, individual interviews and focus group. The research was conducted on two SUP programs the Equip and Sekete. The research thesis aimed at understanding the program theory and identifying the impact of the program on self-awareness which was based on the realistic evaluation approach. This is where one establishes what works for whom under which circumstances, in what respects and how. It focused on the experiences and perspectives of the youth in Mathare in the capacity of both trainers and participants. 8

see Youth In Mind: SDQ | Professor R. Goodman | 2012 | w w w.sdqinfo.com

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From the research, the participants observed changes in their self-awareness from taking the training. The abilities associated with increased self-awareness i.e. planning, making decisions, evaluation, introspection, perspective taking and control were tested. Except for introspection, improvement in planning, decision making, control, evaluation and perspective taking were observed. There was higher improvement on the trainersâ&#x20AC;&#x2122; self-awareness who participated in the program through offering the trainings. From the program theory of SUP designed by Vizazi Foundation, change in self-awareness leads to change in behaviour in the long term which leads to an awareness that should result in people taking control and ownership of their life. This new additional research is therefore just the beginning of further research taken place in the in Mathare and the programs of Vizazi Foundation.

Vizazi program theory

Vizazi program theory illustrates that if SUP programmes is offered to youth then, there is increased selfawareness. This leads to behaviour change in itself or/and lead to youth becoming more conscious of their decision process. As a result they make informed choices which lead to behaviour change. The positive behaviour change help youth take more control in effect taking ownership of their decisions. This influences the social ecology which stabilizes the social context of that area and increases self-awareness. This is a continuous process.

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Ambitions of Vizazi Research Team Vizazi Research Team envisions the development of a professional training agency that is cultured in evidence based methods, informed by both qualitative and quantitative research and with relevance to the cultural context. The beneficiaries of these trainings become agents of change with their improved human capacity directly effecting social ecology through interaction and social empowerment. As a result a Kenyan local advisory team has been established that works solely towards ensuring self-sustainability through the programs. The team acknowledges the value of research on impact and effectiveness on different levels towards achieving this vision. It also benefits the trainers to connect more thoroughly to the challenges and talents of the participants as fed by the outcomes of the SDQ in combination with the qualitative research. Therefore assessment with individuals as part of the responsibility of the trainers are equipped by the research and helps account for cultural biases. The research also gives the teams and especially the managers of the local organisations the chance to market the data on impact and effectiveness. Through this potential collaborations can be formed to execute the training programs on a commercial level and incorporate the social responsibility as part of the business model for informal settlement starting with Mathare. The collaboration with the University of Utrecht is the start of a long journey on research. The research team aspires to involve local and international university in the research for all the programs. This will allow an exchange in knowledge and experiences, and diversification in perspective. After the 2018 research, a firming of partnership with the University of Utrecht, the local partners in Mathare and the advisory & research team Kenya, a Vizazi Foundation community has been established and all stakeholders are embracing and acknowledging the value of research. A mutual ambition for 2019 and onwards is to work towards a continuation which will result to a metaresearch envisioned in course of the years. For any questions on research, you are always welcome to contact us: Vizazi Research Team vizazifoundation@gmail.org

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Guideline ‘Strengths and Difficulties Questionaries’ | SDQ

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Research on impact: SDQ questionnaires Introduction You are going to use ‘Strengths and Difficulties Questionnaire’ (SDQ) as a tool to measure impact of a programme you are going to give. This manual will help you to take the different needed steps in using SDQ and the choices to make. All the information about SDQ, including questionnaires, and scoring, can be found at the SDQ website: www.sdqinfo.com. We have chosen to use the English version of SDQ and not the Swahili one, because of the type of language (too complicated) that is used for the Swahili version. For quality reasons it is necessary to use the SDQ entirely as prescribed. In short: what is SDQ? The SDQ is a behavioural screening questionnaire for kids, teens and youth. It is a brief screening questionnaire. ‘Before’ and ‘after’ SDQ’s can be used to evaluate interventions. There are no good or false answers. The questions are about how the participant thinks about him/herself and his/her situation. The questions are about things that are difficult for the participants and about things he/she is good at. It’s about how the participant thinks and feels. The outcome will not be communicated to other participants, but will be used for the participants personal development and to measure the impact on programme level (monitoring the programmes quality). SDQ exists in several versions. All versions of the SDQ ask about 25 attributes, some positive and others negative (problematic). The 25 items are divided between 5 scales: • Emotional problems • Conduct problem • Hyperactivity/inattention • Peer relationship problems • Prosocial behaviour • 1-4 added together generate a total difficulty score (based on 20 items). The questionnaires for teachers and/or guardian have the same items, it is just differently formulated. Questions to answer in collaboration with co-trainer and management before starting Before trainers start with using SDQ some questions need to be answered by the trainers and/or the management: 1. How many measures do you want to do and when? You need at least two measures to measure a difference. One before the programme starts, which we call measure 0, because it is the starting point, and one right after the programme has finished to measure short term differences. We call this measure 1. It is recommended to do another measure after a few months, preferable after three months, after the programme stopped to measure midterm differences. 2. Are you going to include guardians and/or teachers? Depending on the target group/participants and the specific context you are working in, it is more or less realistic to include guardians and/or teachers. The advantage of including others than just the programme’s participant is that you can get a broader perspective of someone’s behaviour. It can also give the trainer an opportunity to counsel participant and teacher/guardian when perspectives differ much. Besides this the value of including guardians and/or teachers to the SDQ measurement is that a broader perspective described from the social ecology around the child will give more insight information. On a different level it can put more weight to the process of convincing potential stakeholders to invest in your training programme.

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3. How are you going to introduce SDQ and the meaning of it? SDQ can add value in different ways on different levels. On programme level f.i. it can be used as a monitoring tool to value what the programme in practice is. But also in the relation between trainer and participant: to be able to know where the participant is standing, what his or her motivation is and to be able to monitor the individual process in a group programme. It can also create awareness of the participants development at the end of the programme, when the participant can see differences in scoring. The trainers attitude in introduction can influence the participants idea of the questionnaire in a positive and negative way. Make sure that the participants privacy is being guaranteed. 4. Do you have the proper questionnaire from the website? We use the double-sided version with impact supplement for the participant, guardian and the teacher. The impact supplement provides extra context; it gives an idea of the meaning of certain behaviour in daily life. Within this range there are 5 different questionnaires: check if you use the correct one. On www.sdqinfo. com you will find separate questionnaires for the participant itself, the parent or guardian and the teacher. For the measure 1 and measure 2 the follow up questionnaire is being used. 5. When are you going to introduce and fill out the questionnaire? Decide when you will introduce the questionnaire. Is there a separate meeting for introducing and filling out the questionnaire or is it at the first meeting of the programme? Or during an intake of the programme? Make sure you take enough time for it. Due to time you always have to balance in what your idealistic approach is and the realistic reality that you as facilitators are facing in implementing the training program including SDQ. 6. Are you aware of the intentions of the different questions? Make sure you understand clearly what is meant by all the questions. F.i. the question: I usually do as I am told, can be interpreted in different ways. It can mean that you have no opinion by yourself. (negative approach). What is meant in the questionnaire is that obedience is a good thing. If you are not sure, you can check the scoring forms to see in which way a question is meant: 0 points is positive, 2 points negative. 7. How will the questionnaire be filled out? Depending on the age of the child or the way the questionnaire is introduced you can decide to let the participant (guardian/teacher) fill out the questionnaire, or the trainer asks the questions. The advantage of letting participants fill out the questionnaire themselves might give more space to think and might diminish socially desirable answers. 8. Who is responsible for the scoring and archiving? Make sure someone is in charge of scoring and archiving so forms wonâ&#x20AC;&#x2122;t get lost. 9. How will the interpretation of the scores be given back to the participants? Make sure you decide how you will give feedback on the interpretation of the scores. You might do it at the end/ beginning of the next meeting, or you plan a one-on-one meeting, or you discuss results after measure 1. It depends on time or maybe on the results itself when and how they will be discussed. But decide, so the participants know what to expect. Keep in mind that the results are first of all a tool to start the conversation about where the participant stands, of how he developed.

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Different steps that need to be taken Step 1: introduction SDQ Introduce the questionnaire, explain the importance of SDQ as a way of professionalizing the training program next to the value of using it as a facilitator as a tool to collect inside information about the development and challenges of the participant that he/she is facing and let the questionnaire be filled out at both sides. For every question the participant can choose one of the three options. Make sure you will not assist on answering the questions, you are only allowed to explain questions if there is unclarity about the question itself. When the participant forgot to fill out a question, please ask the participant to answer the question of help him/ her to understand the question. Step 2: check Take the form and check if the form is completed. Make sure the participant knows how and when he will get feedback on it. Step 3: who is in charge Make sure the collected forms go to the person who does the scoring. Step 4: scoring For scoring: go to the website www.sdq.info and click on Scoring the SDQ. Use the following bullet: The fast SDQ scoring site for online scoring and report generation. Then follow the menu. The website will do the scoring for you if you just fill out the answers that were given. When completed, print the form and save. Step 5: interpretation & value SDQ as a tool This step is one of the most crucial elements in the process of implementing SDQ connected to the training programs. The amount of data itself is essential but in the end the way for this data is interpreted determines the value of SDQ. Interpretation on participants level: the meaning of the scores as they come out. The interpretation of the outcomes of measurement 0, 1 & 2 is itself a challenge and at this moment the Vizazi Research Team looking into possibilities to guard guidance for it. In the end it determines how third parties will perceive the value of the programs. As a starting point: the score of the questionnaire gives a general picture of the problems on 5 different scales, it means that it doesn’t give a meaning yet. So be careful with labelling the scores (don’t talk in terms of right-wrong/good bad). The impact supplement gives you extra information about the impact in daily life, so that it gives you a sense of meaning. Be careful with drawing conclusions. It can be already helpful for the participant to see its own scores and you as a trainer let the participant tell how he sees his own scoring. After measure one you can discuss the differences and again you can discus with the participant (and when included the teacher/guardian) how he sees it. There are two levels recommended to interpret the data: • Trainers or facilitator level: measurement 0 already gives insight in how the participant is performing and where potential challenges can be detected. After measurement 1 a difference can be the outcome which can be a steppingstone for the trainer to pay attention to this outcome. As mentioned before, a huge difference between the experience of the participant and the parent/guardian or teacher can also be used to pay attention to this in a face to face session. • Manager level: after measurement 1 and especially after measurement 2 when this is realistic to achieve, the outcomes can be used on strategic level to attract potential donors/stakeholders and people/institutions of interest. Depending on how the interpretation will be done, the main focus is to use SDQ as an evidence based tool to convince the world that your training program makes a difference and is worth to invest time, energy, skills, knowledge and money in. On the other hand the outcomes of SDQ can be used by the management in collaboration with the trainers to adjust the training program for professionalizing the programs itself where necessary. If the trainer experiences difficulties in the process or things are unclear: don’t hesitate to ask the manager of your organisation or ask Wendy Aimée De Macker as founder of Vizazi.

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Training one pager: Kata Temper

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Training on Anger Management Goals

manage the emotions anger and aggression become aware and in control of their own behaviour and decisions

Description

Kata Temper | ‘Peace starts with You’ is a training for youth which offers practical tools to manage their emotion aggression and minimize at risk situations by making them aware and in control of their thinking and behaviour.

Sessions

workshop workshop workshop workshop workshop workshop workshop workshop

Methods

physical and creative activities lead to integration of theory into daily life tools based on ‘Cognitive Behavioural Therapy’ ‘Positive Peer Pressure’: group dynamics lead to mutual confrontation and recognition

Target Group

youth | 14 – 18 years young adults | 18 – 24 years

Number of Participants

1: introduction and SDQ 2: exploring emotion aggression 3: aggression in detail 4: Equip 5: AMBC 6: short and long term thinking 7: aggression and sexuality 8: SDQ, celebration and closure

min. 10 | max. 20

Time Period

8 workshops 2 hours each workshop

Facilities & Tools

meeting venue benches/chairs flip chart markers training manual Kata Temper toolkit

Contact

Wendy Aimée De Macker P.O. Box 27704 – 00506 Nairobi West | Nairobi Peponi Road 32b Westlands | Nairobi Kenya | The Netherlands +254 (0) 713 678 422 wdemacker@vizazi.org | www.vizazi.org

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Short description sessions

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Workshop 1: Introduction and SDQ • •

introduction trainers, participants and content training research on impact: SDQ questionnaires

Workshop 2: Introduction and exploring emotion aggression • • • •

Equip rules A4 +rules of the group introduction by sentences four basic emotions boxing ring

Workshop 3: Aggression in detail • • • •

Equip rules A4 anger barometer body scan four types of bombs

Workshop 4: Equip • •

Equip rules A4 TE & PN

Workshop 5: AMBC • • • •

Equip rules A4 AMBC sequence of behaviour negative versus neutral/positive thinking

Workshop 6: Short and long term thinking • • •

Equip rules A4 TE & PN short & long term thinking

Workshop 7: Aggression and sexuality • • • • •

Equip rules A4 bomb game quotes negative or neutral/positive thinking in specific intimate relationships test test test

Workshop 8: SDQ, celebration and closure • • •

research on impact: SDQ questionnaires certificates and celebration Final closure

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Structure every session

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Presenting the workshop and creating the conditions for a safe & secure environment These guidelines represent the format for every workshop. Welcoming This series of workshops on anger management contains sensitive and delicate subjects. Steps to set the pace in a positive way to create a safe space includes: 1) when the trainers stand in the doorway and welcome every participant who enters the class or training room, 2) shaking the hand of each participant for a personal approach and expressing yourself as a trainer that you are so delighted that (s)he has come to this workshop, and 3) in the class or training room a flipchart or whiteboard always showing the agenda of the workshop for the day. In this approach the participants can inform themselves immediately what is expected. When everybody is seated (preferably in a circle) you, as a trainer, always opens the workshop with a short welcoming word. In this approach they feel that it is appreciated that they are present. The following rules forms the basis: 1. Information among us A stays with us Confidentiality among the participants in the context of the ghetto Mathare | Eastlands must be put on the highest level of attention. The fear of sharing among the participants due to lack of trust can influence the training and even jeopardize the success of the training as a whole. The trainers must create time in the first workshop to underline the importance of the rule of confidentiality, ending with the conclusion that all the participants must be on the same page concerning this rule and declare it as holy. 2. STOP = STOP This rule relates to the ability everyone has to set boundaries in what they want to share with the group at all times. As a trainer you are responsible to set the best space for the participants to be active members and create positive dynamics in the group. When a participant says the word STOP it means that the other person, as a trainer or group member, must respect this boundary and always stop the flow of questions, remarks or advice. In this approach: STOP means STOP. As a trainer you are responsible to screen why a participant says STOP. By observing and getting to know the participants, you recognise that a participant is being shy, lazy or unwilling for some or other reason. If a participant is making misuse of this rule, you as a trainer, must make it known in the group and let the group reflect on this item. You, as a trainer, can also choose to rather have a session with the participant after the workshop to investigate what he/she needs from you and the group, in general, to be challenged and to open up. 3. Respect the other while sharing and do not interrupt 4. You are always given the chance to respond to one another

(Re)Run of the Rules To create a secure and safe environment it is a necessity that the rules of these workshops are clearly communicated to all the participants. After the rules are explained all the participants, who would like to, should have a space to make their own rules. Therefore, in the first workshop ask the participants if they want to introduce more rules. Explain that you as a trainer are responsible for the content, but that these workshops will only be a success due to the participants, their interaction and dynamics. Rules support and secure this interaction. Frequently participants come with the following rules: • mobile phone is on silent • no phone calls are made during the workshops • consequences when being late or participants don’t show up at all • … etc.

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Reflection on the last workshop When the first workshop has been given, in the other workshops there is always a moment of reflection on the previous workshop. Also ask the participants if there was any insight, information or eye-opener in the last workshop which they themselves reflected on in the last week. Maybe they thought about something or discussed an item with peers or with others in the community. And how did the last workshop effect their thinking or behaviour? Closure As a trainer you have, in cooperation with your co-trainer, a huge responsibility to set the right atmosphere in the group so that the group itself comes to a positive climax in terms of a positive group dynamic. Subsequently the training will be a success due to the fact that a positive peer pressure is created. The trainers guide and stimulate this positive correcting behaviour among the participants. Therefore, the way the trainers present the workshop and how they make use of themselves as role models is essential. The attitude of the trainer depicts the successful outcome. Hereby, it is always a challenge for the trainer to upgrade the workshop where possible. This means they must anticipate where the tempo of the workshop must be triggered in sense of speed, power or depth. This is always the responsibility of the trainers: how to intervene, at what time, connected to whom etc. The preparation before every workshop is crucial and will be evident in the cooperation between the trainers. Each workshop will conclude with a round of feedback. Try to connect this closure to concrete questions which makes it clear and interesting for the participants. This method is called MT V-ing: directly ask a participant to give feedback connected to one question, or frame the answer by asking the participant to respond in 3 sentences or even in 1 word. In this approach the pace of the group is increased.

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Content sessions

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WORKSHOP 1: Introduction and SDQ Introduction trainers, participants and content training The very first workshop of this training is the kick off of a journey that you as a team of trainers take up with the participants. It will set the tone of atmosphere, approach and attitude for the next chain of workshops and determine the success factor of the training. As a trainer you are responsible in the team to deliver the correct content but most important create a safe and secure context where youth feel at ease and invited to share. It is the place where fact & figures as presented, where taboos, myths and assumptions are challenged, and most of all experiences are shared. The role of you as a trainer is more defined as a facilitator responsible for the personal and intimate engagement of the participants and guiding of group dynamics than anything else. The team of trainers (preferable minimum of two trainers) prepares the space of the training in which the agenda of the day and the program of this training are written on a whiteboard or black board. There will be a welcome sign in the room and the chairs will be set in a circle. Materials as markers, pens, colours, paper, cards that facilitate the workshop are organised and present. In that way the participants can witness that the trainers are prepared and ready to make this training a success from their side. You as a trainer welcomes every individual participant by shaking their hand and call them by their name and welcome the person. You express how grateful you are they came. After everybody has taken their place the team of trainers welcomes them officially and emphasises that you as facilitators are excited and can’t wait to take up this journey. You underline their presence as the most essential ingredient of the success of any training. They are the tools of this training and in togetherness the training will be part of their contribution of being change makers. The more personal the trainers introduce themselves, the more is sets the culture and it will influence how participants will feel invited to contribute on a personal note which advantage the open and honest atmosphere that you as a trainer aspire. The introduction of you as a trainer will be based on fact and figures (name, age, place of birth, resident place) next to your ambition and vision connected to this specific training (why are you a trainers, which ambitions do you aspire for youth in general and the community specific and what do you hope to achieve as the desired outcomes for this training). Mind mapping as part of the introduction can attract the attention of the participants even more and will influence how they digest the given information. Mind mapping is a technique to draw the information in the moment of sharing while you link and connect the information and ideas. After the trainers have introduced themselves it is the turn of the participants. Through the next questions they are invited to share more about themselves: Who are you? • Mind level (think): facts & figures • Heart level (feel): maximum three characteristics • Perform level (act): contribute to the training and group Expectations: • Past: what are your personal challenges connected to this theme? • Present: what do you expect during the workshops that has started? • Future: what do you hope to learn? What are your desired outcomes? For yourself and for the community?

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Write down the desired outcomes of all the participants anonymous in a list on a flip chart and keep this list to evaluate in the last workshop (no. 8) by scoring it out of 10 points. The content of the training is presented by the trainers to the participants by an overview of the workshops on a flip chart that always will be present during every training. In this way the participants know exactly in which phase the training is and how the subjects are connected and cumulate with each other. Also any question of the participants is answered so the offer of this training is as much as possible transparent and clear. It is an important tool to enthusiasm the participants and attract them so the attendance is guarded. Note: any introduction in combination with an energizer coming from the trainers and/or the participants is welcomed. Research on impact: SDQ questionnaires The second part of workshop 1 is dedicated to the research on impact of the programs: the introduction and execution of the behaviour questionnaires of the participants namely the â&#x20AC;&#x2DC;Strengths and Difficulties Questionnairesâ&#x20AC;&#x2122; (see further in this manual SDQ). For the trainers it is important that they loop the participants in on the significance of the SDQ. The tendency will exists among the participants that the more they acknowledge the value for themselves, the training and their community the more they will be honest without any hesitation for the support they can show toward to SDQ as a crucial tool for the screening of the training and the betterment of any development. Where possible the trainers include during the first workshop the input from the overall social ecology around a youth like the parents or guardians next to the teachers. Their observations of the behaviour of a youth is crucial in the screening of the wellbeing and the development of a youth and contribute to the research on impact of the training.

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WORKSHOP 2: Introduction & Exploring Emotion Aggression Welcome Introduction of the Rules (connected to Equip) 1. STOP = STOP 2. Information among us A stays with us 3. Respect the other while sharing and do not interrupt 4. You are always given the chance to respond to another Designing Rules of the Group: In this first workshop not only are the above rules discussed, but you as a trainer also asks the group itself if they have specific rules which will apply for this unique group and for every workshop which will be conducted. Invite the participants to brainstorm about the rules that are essential for the group dynamics and the easy flow of the workshops. Always ask one participant to write these new rules down on a flipchart so that it can be displayed in each workshop. Introduction of the Trainer and all the participants by completing a sentence: • My (nick)name • I am famous for … • Today I feel … (draw the 4 emoticons: happy, angry, sad & scared) • I expect … from this training Introduction of the training Explanation of the Purpose: YOU are the Tool of YOUR life. YOU are the director, the facilitator, the designer and the tool of your own life. Own your life! YOU as the Tool can decide how to be in control of YOUR emotion of aggression. Summary Aggression: it is one of the 4 basic emotions that is familiar to everyone. The purpose of this training is to be aware and conscious of how aggression feels for you and how you, at all times and situations, can manage your anger. Summary of the training: give a small summary of the topic of this workshop. You can do this by writing down on a flipchart or whiteboard the topics of each workshop. In this way the participants know what to expect. Also make clear that each workshop will be strengthened not only by them as participants, but also each item will be addressed in a variety of approaches. This include roleplays, games etc. Make sure the participants get curious about the next workshops and that they feel like they have a unique opportunity to learn how to manage their anger, which will benefit them for a lifetime on different levels: skilled, professional and personal.

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Activities Exploring emotion Aggression: Question is: are you in control or is the emotion in control? Difference of acting out: connect the emotion aggression to different ways of expression and handling the emotion by putting the 2 sportsmen/boxers on the whiteboard: Mohamed Ali and Mike Tyson. The main question is: what is the difference in their style of fighting? (Draw the names of the 2 sportsmen on the whiteboard and put all the input of the youth on the whiteboard. Making their input visual, creates more ownership among the youth and keeps the focus in the session). Difference between Controlled (Ali) & Uncontrolled Aggression (Tyson). Who is your role model? Who do you want to be? Advantages and disadvantages of this behavior. If you look at the outcome of the fights (short term) and the outcome of their lives (long term): who is the real winner? Let every youth pick their choice. If somebody chooses to be Tyson, let the youth who picked Ali discuss/ share why they have chosen Ali. If the majority of the group chooses Ali, they choose to be in control of their anger. That’s the goal of this whole training. Gain & Loss of aggression Explain to the youth that the emotion of being angry is one of the 4 basic emotions and is not only a healthy emotion, but a normal emotion. However, if this emotion is not under control or not manageable by a person, then there is a challenge and a possible problem. Ask the youth first what are the advantages and disadvantages of being angry/aggressive. Make a list on the whiteboard on both sides (+ & -). In this approach, youth reflect on the emotion of anger. Is there a difference in short and long term consequences? Write it on the whiteboard so that it is visible. At the end, let the youth score and calculate the input. They are allowed to give points from 1 to 10. Introduction of Boxing Ring Draw a Boxing Ring. Connect it to the following question: the last time I felt angry was … (kitambo/jana/ leo/?) Challenge the youth to come up with a concrete example which they can connect easily to the boxing ring. Which position did they choose? Where are they in the boxing ring? What did they do? Were they outside the boxing ring, but were they tempted to jump in? Why? Why not? What did they think or feel? What can be the consequences? Positive and negative? On short term and long term? Closure of the workshop • Ask each youth what their first impression was of the first workshop. • What lessons are they taking home? How can these lessons be applied to their daily lives? • Introduction of workshop 2.

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WORKSHOP 3: Aggression in Detail Welcome Rules Reflecting on workshop 2 Ask the youth what they learned? Invite them to give a small summary, especially if they connected personally to the content. Summary Briefly give an overview of the content of this workshop so that the youth know what to expect. This creates a safe environment. Introduce the question: when was the last time you were really angry or even aggressive? Give the participants time to picture this in their minds.

Activities 1. HotSpots or Triggers Ask the youth which top 3 situations/ behaviour really irritates them, or even makes them angry/aggressive. Draw the input on the whiteboard so the list gets longer and longer. These are called HotSpots or Triggers. This exploration is of value because it will create awareness among participants about which are the most common triggers to aggression. Then it creates a chance for participants to recognize these kinds of situations. The more the youth becomes conscious of their own thinking and behaviour, the more capable they are of managing their anger. Knowing and recognizing your hotspot or trigger creates the opportunity to stop and think and even step out of a risky situation. Introducing the Anger Barometer Levels of Anger (connected to control & non-control, respectively Ali and Tyson) Draw the different stages of Anger on the whiteboard: Frustration, Irritation, and Anger resulting in the highest level (=100 degree) namely Aggression. Include also the no turning zone: between anger and the level of aggression there is a zone that when you enter it, there is no turning back in the moment. Here, this emotion creates the maximum level of problems: physical violence. Explain that everybody has his/her own unique way of experiencing aggression. No curve is the same. Give the youth the chance to draw their curve in their own Anger Barometer. In this way you force the youth to really reflect on their aggression pattern. Before you can change or manage anything, you first must be conscious of your own behaviour. Invite a few youth to share their aggression curve in the barometer on the black board. Zoom in when there is a curve which is not hitting the level of aggression. This means that this youth is (already) capable of managing their emotion aggression in time. (S)he can be the example of anger management and function as a role model.

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Body Scan For youth to become aware of how their aggression is building up, there is one important tool: the body. The body itself gives warning signs which can help the youth to become aware that their aggression is building up. We want to avoid it going to the level of the no turning zone. The Body Scan can help. Draw on the whiteboard, in a simplistic way, a person. Ask the youth where they feel the aggression is building up. Pin it down in the drawing and let everybody chip in. Let them become aware of these warning signs in their body that will help them cool down in time and help them avoid situations that could be dangerous. Bombs Draw on the whiteboard the 4 types of bombs (big with a short & long fuse beside a small bomb with a short & long fuse). Ask the youth to think about their inner bomb. Everybody has a level of anger inside him/her. What kind of bomb is he or she carrying daily? Ask the youth which bomb is the most dangerous. Let the youth first draw their own bomb for themselves and ask them afterwards to present it on the whiteboard. This exploration of themselves confronts them in how vulnerable they are and how quickly some youth can enter the no turning zone connected to the anger barometer curve. Closure of the workshop • Ask to each youth what their impression was of the workshop. • Which tool was the most appealing to them? • Introduction of workshop 3.

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WORKSHOP 4: Equip Welcome Rules Reflecting on workshop 3. Ask the youth what they learned? Invite them to give a small summary, especially if they connected personally to the content. Summary Briefly give an overview of the content of this workshop so that the youth know what to expect. This creates a safe environment. Introduce the question: when was the last time you were really angry or even aggressive? Give the participants time to picture this in their minds. Activities 1. History of Equip Some decades ago in one of the more severe prisons in the USA something was discovered. They did some research and discovered that prisoners from one specific department had a smaller chance to be in contact with the police again than prisoners from other departments. They did some observations on that specific department and witnessed that among the prisoners there was a mutual language. They corrected each other when their thinking had the tendency to be negative. They confronted each other positively and influenced each other through the mutual language, so the prisoners tend to reflect more on their way of thinking and acting in a positive approach. The mutual language was Equip, and Equip-as-a-method was written down by 3 professors. Equip: teaching youth to think and act responsibly through a peer-helping approach. 2. Introduction of Thinking Errors & Problem Names (TE & PN): Introduce to the youth participants to the foundation of the mutual language of Equip: Thinking Errors & Problem Names through a game. In this game it is up to the trainers to explain to the youth the meaning of TE and PN and the connection between the two. This last part is crucial. TE is the way a person thinks about errors in their thinking. PN is the outcome of the thinking or the result which is reflected in behaviour. That is, the way you act. Everybody has TE and therefore PN. Place all the TE and PN on the floor and let the youth stand in a circle around it. Ask the youth to pick one TE or PN from the floor with which they can relate. When selected, ask the youth to explain why they feel so attached to that specific TE or PN. Ask the participants for a concrete example from their life, if they have not done so already. The more concretely the youth connect their choice to examples, the better the effect. The more conscious youth become to their way of thinking, the more they realize that they have a choice in how they think and can decide to change their way of thinking in a positive approach, which creates less problems. Hereby, peer pressure is positive and helping each other.

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3. Tackling Delinquent Behaviour: Every behaviour is a Choice Let the youth sit down and put all the TE and PN on the floor again. Reintroduce the box ring again from workshop number 1. Draw the box ring on the Whiteboard and ask the youth what was the principle behind this box ring. Youth must realize that every behaviour is a choice. Draw the sentence on the whiteboard so it sinks in. Also emphasize that behaviour is a choice, especially aggression. Let the youth think about the last time they got into an argument, fight, riot etc. Invite the youth to share an example which is still fresh and lively in their mind. Let participants connect TE and PN with box ring to remember what they were thinking, feeling and how they acted. Let the youth share their experience with the group. The assignment of the group is to listen carefully to the person who is sharing and analyse the way this participant was thinking or acting. Let the group connect the TE and PN of the example. The youth who shared the example is addressed his or her way of thinking and acting. Usually the youth is shocked and didn’t realize that their way of thinking led to such acting, which led to such problems. Closure of the workshop • Ask to each youth what their impression was of the workshop. • Which TE can they associate with? And which PN was the most appealing to them? • Introduction of workshop 4.

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WORKSHOP 5: AMBC AKA the Remote Control Welcome Rules Reflecting on workshop 4. Ask the youth what they learned? Invite them to give a small summary, especially if they connected personally to the content. Reflection: Did any Thinking Errors or Problem Names occur in their lives since the last workshop? In the workshops elements of Equip was introduced. Lay the Thinking Errors (TE) & Problem Names (PN) on the floor and invite the participants to think about a situation in the last week or recently which completely got out of hand. The situation must have created problems for them. Before the participant starts to share, ask the other participants to listen very closely to the story and filter the TE & PN from the story. Notice: when the participant finishes sharing, let the others give the person feedback through the TE and PN. Give the participant the occasion to reflect. In this process the youth participants make use of this example because it will trigger some recognition with the others. Subsequently, the youth is able to reflect through the input of others on his/her own thinking and behaviour.

Summary Briefly give an overview of the content of this workshop so that the youth know what to expect. This creates a safe environment. Introduce the question: when was the last time you were really angry or even aggressive? Give the participants time to picture this in their minds.

Activities 1. AMBC (Cognitive Therapy) AKA the Remote Control: A really important tool for youth to manage their anger is the AMBC method. This is part of the counselling method Cognitive Therapy. It is the most powerful approach for youth to, not only become aware of their way of thinking, but also how they can change and get their way of thinking under control and therefore have positive impact on their behaviour. A = Activating Event The activating event is a situation that happens in your life. At no point do you have control on what happens in your life, you only have control on how you relate to, behave and reflect on it (Mind Activity). The box ring is the example of the challenge of Anger Management for youth connected to the activating event. In life a lot of times somebody will trigger you and provoke you: (s)he stand in the box ring. That itself is the Activating Event. M = Mind Activity All the power of control over yourself and your destiny lies in this crucial and most important part: Mind Activity. The way you reflect and relate to what just has happened or occurred in life (the Activating Event) will determine the outcome of your behaviour and the consequences. You have 2 choices: to think negatively or to think positively (neutral). A positive flow of thoughts will result without any hesitation into a positive feeling which trickles down into positive behaviour (therefore, positive consequences). The other choice (and make it clear to the youth that there is always and at all times a choice of how you think or react to what just happened in the Activating Event) is to reflect negatively. This will determine a negative outcome and create a risky situation for the youth. This part of AMBC is the key to change, and being your own director of your life.

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B = Body Reaction The Body Reaction is a result from the Mind Activity. If you choose to think negatively, this will effect the way how you feel. Negative feelings will occur and take over. If you think positively or more neutral about the Activating Event, this will result in more at peace feelings. From this positive or neutral mindset will feed a positive or neutral set of feelings which trickles down the behaviour in the sense of consequences. C = Consequences The consequences of how you reflect on and think about (Mind Activity) the Activating Event will colour your heart and body (Body Activity) and will come to a climax in the Consequences: the way you behave. At all times, everybody has direct influence on this outcome, and determines the consequences in the moment they choose to think positively or negatively. Consequences, in terms of behaviour, are not set and solid. They are a reflection of thinking and taking up your own responsibility on that level no matter how challenging the Activating Event is. Explain this important tool to the group through an example. For example when you are sleeping and you hear a big bang … what comes first in your mind? When the first thought is negative like a thief, it will immediately trickle down and you will feel fear or anger which will be turned into jumping out of bed and being in a fight position. Suppose you thought it was the cat that jumped on the roof or the neighbour who came home late again. Then, the effect will be that you feel at ease in your heart and with the consequence that you will go back to sleep. Your message is that nobody has any impact or influence on the A of Activating Event. That is Life. We cannot control this. But what we can control is how we reflect on the Activating Event: it all comes down to your Mind Activity. How do you think? Negative or Neutral/Positive? With negative thinking you create a negative Body Reaction and the consequences in behaviour will be negative. When you choose to reflect in a neutral or positive way coming from the mind and the level of thinking, the rest will have a neutral or positive outcome. Which choice do you make? Draw this principle/law on the whiteboard in which youth can see how thinking trickles down (+ & -). You are at all times responsible for the behaviour that you choose to portray. 4. Sequence of Behaviour: Exploring an Outburst To connect the tool AMBC to reality it is important that you invite the participants to share an example of the last time they were in a fight. Relating AMBC to their daily lives will make this theory more lively for them and will influence their way of thinking and their behaviour. Write the theory on the whiteboard. When a participant starts sharing draw the sequence of the situation step by step by drawing X’s on the board. Every minute of the situation must be put down visible on the board so it is a chain of events which escalates to the example. 5. Negative Thinking versus Positive Thinking Connected to the sequence of behaviour, you now ask the same participants to start at the beginning and share their way of thinking through the events, during and after the fight. What did you think at this step? At this event? Now and there? Draw the thoughts on the whiteboard by connecting them to the X’s of the event. Final step: invite the group to analyse this way of thinking and think together how different feelings could have resulted in different behaviour. If you want to influence your behaviour you must replace your negative thoughts into positive thoughts. These thoughts, or way of thinking, are categorized as helping or supporting thoughts. Draw a neutral or positive thought next to the negative thought and see what the outcome could have been. The goal is to let the participants learn how to manage their anger by thinking more neutrally or positively. Challenge them! Closure of the workshop • Ask to each youth what their impression was of the workshop. • Which tool was the most appealing to them? • Introduction of workshop 5.

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WORKSHOP 6: Aggression & Sexuality Welcome Rules Reflecting on Workshop 5. Ask the youth what they learned? Invite them to give a small summary, especially if they connected personally to the content. Last round of Thinking Errors & Problem Names- AMBC method and analysis of example. In this workshop you invite the participants to reflect on their week and if there were any challenges in life which had a connection to aggression or a problem. Ask them to share their situation while they are thinking of Thinking Errors and Problem Names on the floor. While one participant is sharing, the group is listening and filtering the TE & PN and AMBC of this situation. The participant who showed the example gets the feedback through TE & PN and AMBC. Summary Briefly give an overview of the content of this workshop so that the youth know what to expect. This creates a safe environment. Introduce the question: when was the last time you were really angry or even aggressive? Give the participants time to picture this in their minds. Activities 1. Short & Long Term Thinking A powerful tool for youth participants is to discover the strength of long term thinking instead of being short thinking only (him first today, maybe me tomorrow). With long term thinking a person will capture all his/her future desires, dreams, and expectations. This will always uplift the spirit and leads to a critical way of thinking and making the right choice for themselves. Only with long term thinking will the participants take up responsibility for creating their own lives by making the most solid and constructive decisions. And as they already were trained, this can be lead back to positive or neutral thinking (AMBC). With short term thinking the participants will choose to tackle challenges for today, but donâ&#x20AC;&#x2122;t realize that in that moment you also take a risk regarding tomorrow. This reality must hit the mentality. As a trainer you are responsible during this training to stretch the short term thinking of youth to long term thinking. This means that youth who have the tendency to be focused on fulfilling their immediate desires must become aware of the risks of this short term thinking and its effects on behaviour. This stretching in thinking is crucial. More focus on tomorrow and future goals than today and short term risky behaviour. Draw a table on the whiteboard where on the left there is a column with short term & long term. In this table the lines should have the following titles: uncontrolled aggression (Mike Tyson) & controlled aggression (Mohamed Ali). Split these 2 lines into halves. On one side the advantages (+) and on the other the disadvantages (-) of this type of aggression. Brainstorm with the youth about the different outcomes of this table. On short term thinking there are always advantages of acting aggressively (as well as uncontrolled as controlled), as with long term thinking. The outcome will always be that on long term thinking side there will be more disadvantages of uncontrolled aggression and more advantages on long term controlled aggression. Challenge the youth by integrating reasons or input from different layers in life. (Dis)advantages not only on individual level but also connected to the interaction with family, friends, neighbourhood, work etc.

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2. Role Plays: Negative Thinking versus Positive or Neutral Thinking Let the youth think about a challenging situation from their daily lives in which they can easily be triggered to get aggressive. Divide the group into pairs (2 persons). Let them brainstorm a challenging situation which can lead to severe arguments or fights. One partner (partner one) who is challenging the other partner (partner 2). Partner 1 wants to seduce the other to jump into the boxing ring. The other partner (partner 2) is the central person in which the thinking will determine the outcome. Let the participants play 2 situations: when the youth is thinking deeply negative and when this same youth is thinking neutral or positive. Let them play both scenarios. The other youth reflect on what kinds of risks you create by negative thinking. And what kind of neutral or positive thinking can you put in place? 3. Other Methods of Cooling Down Next to neutral or positive thinking there are other methods of cooling down. Brainstorm with the participants and ask them how they manage to cool down. Put it on the whiteboard (walking away, listening to music, thinking of your beloved ones or other positive things, count till 10 or 100 etc). Closure of the workshop â&#x20AC;˘ Ask to each youth what their impression was of the workshop. â&#x20AC;˘ Which tool was the most appealing to them? â&#x20AC;˘ In this closure you prepare the youth for the next and final workshop.

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WORKSHOP 7: Short & Long Term Thinking Welcome Rules Reflecting on workshop 6. Ask the youth what they learned? Invite them to give a small summary, especially if they connected personally to the content. Last round of Thinking Errors & Problem Names. In this workshop you invite again the youth to reflect on their week and if there were any challenges in life which have a connection to short & long term thinking, ask them to share their situation. Summary Just give briefly an idea about the content of this workshop 6 so the youth know what to expect. This creates a safe environment. Next to the content, it is always supporting if you again explain when the time is finished of this workshop. Activities 1. Introducing the Bomb Game This workshop is opened with a game: The Bomb Game. This game examines the way of thinking of participants and how they select who to trust. Explain the game: 1) place a few bombs on the floor which you draw on paper. The bombs must not be too big. 2) The size of A5 is fine. 3) Stick them on the floor with tape so it can’t move. All the participants are sitting in a circle on chairs. Two participants are selected. They still have to cross the room from one corner to another corner and back out of the room. This, without stepping on the bomb. They have one advantage: the youth in the room are allowed to guide them. The question of this game comes in now: who can you trust? Who not? Take them outside the room because otherwise they know where the bombs are (first introduce the game and then tape the bombs on the ground). Blindfold one and lead the person inside at the opening of the room. Now it is up to the youth to cross the room. To whom will they listen and who can they trust? Will this selection save their lives or kill them by leading them to the bomb? 2. Aggression in Relationships In this workshop we are going to explore the link between aggression and relationships. The hypothesis is: aggression in relationships that these participants and community are encountering is quite intense and a high risk. This workshop allows participants to reflect on this aspect, in the hope that they connect it to their personal lives and are more conscious about risks. Write the following quotes on the whiteboard: • A Real Man Never Hits a Woman • Anytime and Anywhere a Real Man may Demand Sex • If ur girl/lady/wife is refusing you sex, you’re entitled to do … • If I don’t provide, I’m not a real man

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Let the participants share and discuss their opinions on these statements and guide the discussion. Let the participants internalize the variety of opinions so they become more conscious about their own decisions connected to this subjects in relationships. 3. Triggers to Aggression in Relationships? Ask the participants which triggers of aggression might be specific in intimate and love relationships. Draw the list on the whiteboard. Start another list next to it connected to the question: how to neutralize this aggression? How to Cool Down? Let the youth share experience and advices to each other. Make sure the solutions or methods in cooling down are always connected to taking up their own responsibility. Their girl/boyfriend is not in the room. It’s up to them to make a positive difference by reflecting on their own behaviour. Test … Test … Test: Summary of training Anger Management This test will challenge the participants to reflect on what they have learned and captured in this training. The following questions are asked: • What are the different stages of aggression? • What is AMBC? • Draw the 4 types of Bombs? • Who symbolizes uncontrolled anger and who symbolizes controlled anger? • What is the most effective tool in cooling down? • What is a body scan and how does it help you to control your anger? • Do you have an example of a trigger which has lead to aggression? • What is the relationship of a thinking error and a problem name? • What is an example of a thinking error and a problem name? • What helps you to reduce anger: short or long term thinking? Let the participants share the answers by holding up their fingers. It’s up to the trainers who to select which can give an answer. Hereby you avoid that only a few persons have the chance to answer. Hopefully in this way every youth is invited and part of this last part of the workshops.

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WORKSHOP 8: SDQ, celebration and closure Research on impact: SDQ questionnaires The same ritual starts this last workshop as in workshop number 1: the SDQ will be handed over and the participants are guided to fill it as honest and sincere as possible. Where possible also the parents or guardians next to teachers are included to get a clear picture from the social ecology around the youth itself. Certificates and celebration This last workshop has the highlight of celebration the participation of the participants and their journey as such in becoming more aware of their thinking, feeling and decision making. The certificate is an acknowledgment of dedication and willingness to learn, reflect and change behaviour as a young person facing challenges and the eagerness to build their own future more constructively. When handing over the certificate, it is always appreciated and important to give one remark to the youth (so what was it that this youth contributed to the training and group. Was it his/her intelligence, humour, critical thinking, teamwork, level of reflection?) In this way, the youth receive a compliment for the final closure next to the certificate. Final closure The trainers close the training by labelling from now on the youth as the ambassadors of this specific training and theme in which they are motivated to take up the responsibility to shake up their direct surrounding. Their siblings, peers, extended family members, neighbours and crews are positively influenced by the (new) skills and knowledge these youth model â&#x20AC;Ś building communities starts with building youth.

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Closure and contact details

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Thank you for creating time to engage yourself in this training as part of Vizazi’s ‘Social Upgrading Program’ | SUP. I hope it inspired you as a trainer, professional and (world) citizen to think and act conscious in relationship to yourself and your beloved ones. Remember that alone you reach faster, together you reach further. The essence of life is stripped down to the connections you create and maintain daily. SUP tries to contribute through counselling to a more stable and secure family life resonating to the level of communities and even societies based on healthy and balanced relationships. Vizazi welcomes any feedback for the improvement of the training programs part of SUP. Feel always free to contact us. Also for high quality training and counselling services as an individual, couple, family, school or organisation. P.O. Box 27704 – 00506 Nairobi West | Nyayo Stadium Nairobi | Kenya Office Peponi Road 32b Westlands | Nairobi Kenya | East Africa My • • •

For supporting the programs of Vizazi Foundation in informal settlements, your donations are highly appreciated (ANBI status in the Netherlands is acknowledged): Vizazi Foundation Rotterdam | The Netherlands BIC TRIO NL 2U | IBAN NL TRIO 0391000438 CC 63570947 | RSIN 855297621 Thank you so much. Warm regards, Wendy Aimée De Macker Trainer | Systemic Therapist Nairobi | The Netherlands +254 (0) 713 678 422 wdemacker@vizazi.org | www.vizazi.org

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Attachments

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SUP overview

SOCIAL UPGRADING PROGRAM | OVERVIEW Name of Training Goal(s)

PFTS

Equip

Progressive Family Therapy Skills

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advance therapeutic skills of professionals

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Description

‘Progressive Family Therapy Skills’ (PFTS) is a training which offers powerful, practical tools, knowledge and skills in the work field of (systemic) therapy with the aim to counsel multi layered family and individual client issues on a high quality level.

permeate self centered thinking decrease at risk behaviour increase social and cognitive skills challenge moral level of thinking

Equip gives youth tools to think and act more responsible through a peer helping approach. The topics anger management, socials skills, social decision making and mutual help meetings will be covered.

Kata Temper

MDIL

Sekete

Sikika

WJC

Peace starts with you

My Drive in Life

The real sex talk

To be heard

Write Junior Club

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manage the emotions anger and aggression become aware and in control of their own behaviour and decisions

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raise awareness about the self, identity and mind set discover and design personal life goals and the underlying drivers

‘My Drive in Life’ (MDIL) is a training tailored to motivational resources and gives insight into what is truly important in life. It guides youth to reflect and cope with daily challenges and get in touch with their personal motivational resources.

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become aware and confident in all aspects connected to sexuality

Sekete | ‘The Real Sex Talk’ is a training for teens and youth which leads to more conscious choices concerning sex(uality). Youth are challenged to become aware of issues, prejudices and experiences in their sexuality, which increases their self awareness, esteem and identity.

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creating self awareness on mental, emotional and social level

Sikika | ‘To be heard’ is a training for kids and teens to become self aware by addressing topics like identity, assertiveness, self esteem and social skills in a playful, fun and interactive way..

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minimize the impact of negative life events decrease symptoms of PTSD (Post Traumatic Stress Disorder).

‘Write Junior Club’ (WJC) is a training for kids and teens that reduces the symptoms and stress of trauma. They learn how to cope and deal with their trauma’s by expressing their negative life events through a visual platform like drawings and writing.

Methods 

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Target Group

PFTS boasts progressive counselling methods based on real life scenarios and experiences drawn from the facilitators own practice. presentation of theory by mind mapping and other visual elements role plays supervision

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teens 10 – 14 years youth 14 – 18 years

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physical and creative activities like role plays, quizzes, games and drawings lead to integration of theory into daily life power of social sharing

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kids 6 – 10 years teens 10 – 14 years

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drawings and writings cognitive restructuring of the life event/ trauma recognition and release of emotions relabeling the trauma power of social sharing

kids 6 – 10 years teens 10 – 14 years

min. 10 | max. 20

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min. 10 | max. 20

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min. 10 | max. 12

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min. 10 | max. 12

10 workshops 2 hours each workshop

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8 workshops 2 hours each workshop

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8 workshops 2 hours each workshop

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8 workshops 2 hours each workshop

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8 workshops 1.5 hour each workshop

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8 workshops 1.5 hour each workshop

meeting venue benches/chairs flip chart markers training book training manual Equip toolkit

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meeting venue benches/chairs flip chart markers training manual Kata Temper toolkit

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meeting venue benches/chairs flip chart markers training manual MDIL toolkit

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meeting venue benches/chairs flip chart markers training manual Sekete toolkit

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meeting venue benches/chairs flip chart markers training manual Sikika toolkit

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meeting venue benches/chairs flip chart markers training manual WJC toolkit

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Facilities & Tools

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meeting venue benches/chairs flip chart markers PFTS participants handouts

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youth 12 – 24 years adults 24 years – ∞

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briefing of topics connected to sexuality creative activities like games, quizzes and role plays discussions through statements and visual elements feedback and personal guidance power of social sharing

min. 10 | max. 20

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Time Period

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4 workshops 4 hours each workshop

min. 10 | max. 20

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book ‘My Drive in Life’: real life experiences of youth in an informal settlement narrative approach: writing life stories to get in touch with their own narrative physical and creative activities lead to integration of theory into daily life power of social sharing

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min. 10 | max. 20

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youth 14 – 18 year young adults 18 – 24 years

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physical and creative activities lead to integration of theory into daily life tools based on Cognitive Behavioural Therapy ‘Positive Peer Pressure’: group dynamics lead to mutual confrontation and recognition

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youth Leaders social Workers counsellors psychologists

Participants

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youth 14 – 18 years young adults 18 – 24 years

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Number of

tools based on Cognitive Behavioural Therapy identifying thinking errors, negative behaviour and consequences exchange and discussions on real life examples role plays ‘Positive Peer Pressure’: group dynamics lead to mutual confrontation and recognition

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WWW.VIZAZI.ORG

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MDIL poster

Vizazi presents

Training My Drive in Life • Discover Identity and Challenge Mindset • Motivational Resources as Tool for Change • Transform Life experiences into Life lessons Innovative Tools | Inspiring Materials | Positive Group Dynamics Cross Cultural | Cross Communities | Cross Continents Inspired by Nairobi, Designed & Tested in The Netherlands Training varieties of ‘My Drive in Life’ by Wendy De Macker Inspirational Talk | Workshop | One day Seminar | Six Sessions Training

More information? 69

Contact +254 (0) 713 678422 wdemacker@vizazi.org | www.vizazi.org

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MDFT flyer page 01 - 03

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MDFT flyer page 02 - 03

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MDFT flyer page 03 - 03

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Space For Notes:

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Space For Notes: