Define the Purpose- Host a 3 day retreat for youth to gain ...
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How to use the Youth Leadership Training Guide
▪ Youth Leadership Facilitation Training
▪ Youth Leader Drug Education
Part one is the “Youth Leadership Facilitation Training” is a step by step process on how to prepare for a youth training retreat and how to host a retreat. This guide has a variety of workshops and activities that can be used to begin training youth leaders to be effective facilitators.
How to use the Youth Leadership Training Guide
• Youth Leadership Facilitation Training
• Youth Leader Drug Education
Part one is the “Youth Leadership Facilitation Training” is a step by step process on how to prepare for a youth training retreat and how to host a retreat. This guide has a variety of workshops and activities that can be used to begin training youth leaders to be effective facilitators.
We host our retreat over a weekend at the beginning of the school year. Beginning the school year with the youth leadership training is a key part of the youth buy-in to the program. Providing an appropriate space and timeframe allows for lots of open discussions and opportunities to have some fun.
The retreat allows the youth leaders to have an in-depth look at what the program is all about and to learn from youth who may already be involved in the program. It is a great way for the youth leaders to develop new friendships, which helps with their commitment to the program.
Focusing on the variety of facilitation styles and skills development, as well as trust, respect, and the use of language during the initial training sets the stage for the second part of the youth leadership, the Youth Leader Drug Education. This education is done once a week in the school or community with the youth leaders to begin the more in-depth drug education to prepare the youth for facilitating workshops and presentations.
You will find a variety of power points on different illicit drugs. You can use these power points as teaching tools for your youth leaders to begin to understanding each drug, its category, effects and withdrawal, or as guides to develop new tools.
Define the Purpose for the Youth Training - The first and most important step in planning a meaningful youth retreat is to set the vision by defining the purpose.
Our purpose: To host a 3 day retreat for youth to gain the leadership skills needed to; facilitate discussion, as peer mentors and community educators, on social issues affecting youth.
Questions you can ask yourself:
• Are you hoping to build deeper relationships within the youth group?
• Is the goal to provide concentrated time away from busy schedules so youth can focus on what being a youth leader means?
• Would you like to create a “working environment” for youth to explore various ways of facilitating?
• Are you hoping to create a fun experience so students will want to continue being involved in the group once they return?
• Would you like to focus on an opportunity for youth to begin their drug awareness/education right away?
Recruit Assistance - The retreat will be as strong as the team that plans it. Recruit people you know work well with youth, youth feel comfortable being around, are open-minded, are educated around issues such as illicit drugs, social issues, and have facilitation skills. It is important that your team works well together. Any additional skills that your team may bring such as art, physical activity, music, yoga, etc. are a bonus and should be encouraged to incorporate within the retreat.
Questions to Answer:
• Who are educators, community members, volunteers, service providers or co-workers with strong leadership organizational skills?
• Can you send out information to those who may be interested in the retreat which outlines all of the possible ways to get involved or volunteer to help with the planning?
• Do you have a point person who will be willing to coordinate all of the volunteers, leaving you open to focus on the bigger vision for the retreat?
• Do the chaperones have their criminal record check and their child abuse registry forms up to date?
Select Your Location - Once you’ve defined the purpose of the retreat, this step should be easier. Make sure to visit your top choices or talk to several people who’ve taken youth groups to the venue you’ve chosen to see if your vision for the weekend can be met.
Questions to Consider:
What type of accommodations will fulfill your needs best?
• What is your budget?
• Do you want to cook or have meals provided?
• How many people will attend?
• What types of meeting rooms and spaces do you need?
• What recreational activities do you hope to engage in?
• Have you been to the retreat space before, or do you have a lot of good recommendations from others?
Count the Costs - Make sure that the cost of the retreat won’t prohibit any of the youth from attending, high fees may cause parents to lose interest. We have always offered training at no cost to the youth/parents/guardians, keeping in mind funding may not always be available to waive fees, so if you need to charge a fee try to keep it minimal.
Questions to Consider:
• If there is a charge to the participants have you stayed within a reasonable budget to keep the costs low so that participants in your group can afford to go?
• Will you need to do fundraising?
• If you need to do fundraising, how can you prevent the fundraising process from becoming all consuming?
• Are there businesses, organizations, grants or individual donors willing to offer funding to allow youth to attend at no cost or scholarships/subsidies for students who would like to attend?
Invite the Youth - First impressions are critical, so put some pizzazz into your introduction of the retreat to the youth. This works great if you have youth leaders who are already involved in the group to recruit new youth. Continue to be creative as you invite and release information about the training to potential participants. Use a Power Point to show pictures of the venue they, the activities that they will be doing, and the youth who are already involved can speak about their experience.
It is great if you can talk to the youth a few months before about the retreat/training. Because our training was in late September we would do this in late May, near the end of the school year. We would return again at the beginning of the school year in September to discuss again and gather the names of the interested youth.
Questions to Consider:
• Do you want to focus on your core group being in school or open the invitation to friends outside the school as well?
• What icebreakers, activities, or videos could you use to launch the concept and details of the retreat in the months before you go?
• How will you build excitement for the retreat over time while releasing details in stages? We began promoting the retreat at a Youth Forum we hosted each year in March/April. You can find information about the forum in the Youth Forum folder.
Make a Packing List -This one needs to be a group effort. Work with your team and volunteers who have gone on past retreats to compile a list of “must haves”.
Questions to Consider:
• Can you divide your list into must bring and optional items?
• Do you have a limit on how many bags/items each participant can bring?
• Is it possible that clothing will get ruined on the trip, or will they need specific types of outfits for different activities?
• What equipment will they require? (flashlights, warm clothing, tents)
Give Parents/Guardians and Participants Accurate Expectations - You’ll save yourself a whole mess of headaches if you’re proactive in this area. Recruit an organized person to help compile information about the retreat, agenda, contact information, menu, layout & map of space/location, drop off and pick up so parents/guardians and students have information before they realize they need it.
Questions to Consider:
• How much sleep can parents expect their children to get while on the retreat?
• What will the meals and accommodations be like?
• What will be the schedule and the theme, and who will be the speaker for the weekend?
• Who will chaperon/supervise?
Follow Up With Everyone - This is one of the last steps to ensure a wildly successful retreat. Even if you’re tempted to believe everything will go well, make sure your facilitators, youth leaders, volunteers are double and triple checking all of the details well in advance of go time.
Questions to Consider:
• In the weeks leading up to the retreat, are you checking in with all of your leaders to make sure of their responsibilities?
• Have the details and dates of your stay been confirmed with the venue multiple times before your group hits the road?
• Is the venue equipped with all of the information and equipment needed for the retreat?
• Are all travel arrangements confirmed?
• Do the youth and parents/guardians have all the details they need to be ready to go with the right expectations?
And, finally, have fun!
SAMPLE AGENDA
|Friday |
|5:30pm-6:30pm Welcome/ Supper |
|6:45pm-7:15pm Ice Breaker -Move your Butt |
|7:15pm-7:30pm Cabin rules, Housekeeping, Weekend rules |
|7:30pm-8:00pm Trust Activity #1 |
|8:00pm-8:30pm Facilitation Styles – Go Around |
|8:30pm-9:00pm Snack |
|9:00pm-11:00pm Camp fire (Games-outside) |
|11:00pm –12:00 Back to bunks |
|Saturday |
|8:00 am Rise and shine |
|8:30am-9:30 Breakfast |
|9:30am-9:50am Warm up |
|10:00am-11:00am WORLD CAFÉ |
|11:00 am-11:30am Snack |
|11:30am- 12:30pm Inclusive Language … Respect & Trust |
|12:30-1:30 Lunch |
|1:30-2:30 Respect & Trust ….Language Inclusive |
|2:30-3:00 Debate and/or Fishbowl |
|3:00-3:15 pm Snack |
|3:30-4:30 FREE TIME |
|4:30-5:30 Trust Activity #2 |
|5:30-6:30 pm Supper |
|6:30-7:30 Open Discussion |
|7:30-8:30 Trust Activity #3 |
|9:00 Camp fire |
|11:00 Back to bunks |
|Sunday |
|9:00am-9:30am Breakfast |
|9:30am-9:45am Warm ups |
|9:30M-10:30am Presentations preparation |
|10:30am- 11:00am Snack |
|11:00-12:00pm Presentations…..all attend!!!! |
|12:00pm-12:30pm Begin pack up/clean up |
|12:30pm-1:00pm Lunch & Evaluations |
|1:00-1:30 End Activity |
|1:30-2:00 Pack up |
|2:00 Head home! |
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Sample Menu
Friday
Supper- Chicken Burgers & Caesar salad
Snack- Welcome Cake
Saturday
Breakfast- Continental….muffins, toast, cereal, yogurt, bagels, fruit, juice.
Snack- Fruit & Dips
Lunch- Wraps & Chips
Snack- Ice Cream Sundaes (set up a do-it-yourself sundae bar)
Supper- Tacos (always a hit) Corn on the Cob (if available)
Snack- Smores, banana boats, waffle cones (they can choose)
Sunday
Breakfast- Pancake Breakfast
Snack- Cheese, crackers, meat & veggie platters
Lunch- Homemade Mac & Cheese and Garlic Bread
Roles of Facilitators & Youth Leaders
Facilitator 1
• Facilitation Styles
• Large Group Session-World Café/ Mind Maps
• Activities-Debate/Fishbowl
• Group Preparation of Presentations /Presentations
• Open Discussion
• Evaluations
• Chaperone
Facilitator 2
• Trust Activities
• Importance of Trust and Respect
• Closing Activity
• Chaperone
Facilitator 3
• Evening Activity
• Lead Open Discussion (Social Issues)
• Help with language, sensitivity to surroundings and people, being flexible to audience
• Chaperone
Facilitator 4
• Lead language, sensitivity to surroundings and people, being flexible to audience.
• Evening activity
• Open discussion participation
• Chaperone
Youth leaders
• Warm Up
• Assist with Trust Activities
• Large Group Session-World Café/Mind Maps
• Debate/Fishbowl Activities Group Preparation of Presentations/Presentations
• Open Discussion Participation
• Evening Activity
• Chaperone
Once you have everyone at the training site-
Begin with Group Agreements/Rules
Discuss the importance of group rules to ensure that everyone feels safe within the group. These rules are important in order for participants to feel what they share will remain within the group and will not be repeated. It is important to develop these rules as a group so that everyone’s needs can be heard and respected.
Here are some ways you can develop your Group Agreements with the participants. You may find that one format is effective or that having various activities to discuss the group agreements are more engaging.
Discussion
Ask everyone to write down what each person needs in order to work productively in a
group.
The facilitators can also contribute to this list. Start and end on time. This helps people focus on process.
Each participant names one thing from her /his written list - in a circle as many times as necessary to have all the ground rules listed.
Ask for any clarifications - One person may not understand what another person has listed, or may interpret the language differently. For example when a participant says “respect” it can mean very different things to different people. Break this down, have the participants clarify what respect means to them. eg: “Respect”- no eye rolling, no interrupting, no racism, discrimination, no laughing when people share, be on time, have cell phones turned off, etc..
If you feel the list is to long, ask the group if some of them can be combined to make the list more manageable. Sometimes the subtle differences are important to people, so it is more important that everyone feels their needs have been heard and understood than it is to have a short list.
Ask if everyone can abide by the listed Group Agreements. If anyone dislikes or doesn’t want to comply with one of them, take the opportunity to discuss and a decision should be made; keep it on the list, remove it, or try it for a specified amount of time and check it again.
While work is in progress, refer to the Group Agreements whenever they would help the group process. For example, if one person is dominating it is easier to refer to a Group Agreement that says, “take care with how often and how long you speak,” than to ask someone directly to stop dominating the group.
Check in on the Group Agreements when reflection is done on the group work. Note any that were not followed and they can be discussed in the next work session. Group Agreements are important as it makes for more trust within the group and the group process goes smoother.
Visual – Group Agreements
Place a big piece of paper on the table that everyone is sitting around. Make the paper visually appealing, leaving space for the participants to draw, doodle and write on. The facilitator can place stickers or draw flowers, symbols or designs so the participants feel comfortable adding to the paper. Also you can place markers, colour pencils on the paper, add a few wrapped chocolates or candies to invite them to get involved in the process.
Have an open discussion regarding what their needs are to feel safe, and to allow them to participate fully in the sessions. Have each participant write what the feel they need. Let them be creative and colourful. Some participants may not be comfortable writing in front of
everyone. The facilitator can begin first. They can add their first names, trace their hands on the paper, write rules, or positive words - anything to allow them to have their input in the Group Agreements.
If you are in a room that will only be used for your group, or is safe to leave your Group Agreements, you can put them up on the wall so that each session you can review or add new agreements.
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Flip Chart
As a group discuss what Group Agreements
are needed within the group to:
- feel safe
- be heard
- be part of the process.
This is similar to the first Group Agreement
Activity except the facilitator writes
everything the participants suggest on a flipchart
or white board. The group agreements will then be
put up in each meeting space so that all participants
see the rules throughout the retreat.
This process allows for all voices to be
heard, for clarification on the agreed upon
rules and to begin working as a group in a
safe, nonjudgmental environment.
Confidentiality
It is very important that each group member respect and have confidence in the Group Agreements, especially around confidentiality.
Why confidentiality is so important?
Personal sharing is important to awareness and open mindedness. An environment of trust and safety allows group members to share more openly.
People must feel that information will be kept confidential before they can safely share their thoughts and opinions. Confidentiality is the key to mutual support. By creating and maintaining trust with each other, we can share and support more freely.
Two exceptions you should discuss - There are two exceptions where you must report information. You should make sure that group members understand these exceptions.
1. If you suspect that a child is or may be in need of protection.
2. If someone declares a plan to harm him/herself or another adult.
Facilitation
For many youth the techniques of how to lead a discussion, in other words facilitate, is completely new to them. During our training we like to provide:
1) Two Techniques for getting a group of people comfortable with each other and giving them some ownership of the process.
2) Four Facilitation Styles for making decisions or getting discussions going.
3) The importance of Trust & Respect and using Inclusive Language.
4) A number of Activities to help with group dynamics and having fun.
Techniques
Go-Round
In a Go-Round everyone gets to speak for a short, equal time, taking turns, often going round a circle of people. The facilitator can offer topics or headings to guide the discussion, such as; "Say your name, where you are from, and how you are feeling today."
Check In
It is important for the facilitator(s) to have the participant(s) express their expectations of the retreat, workshop or particular discussions, as well as get a sense of how they are doing. Is their energy level OK? Do people need a break? Can people keep going for another 10 minutes so we can finish this item before break? Are people warm/cool enough?
Facilitation Styles
a) Brainstorming
b) Affinity Grouping
c) World Café
d) Open Discussion using Mind Maps and Multi-Voting
Brainstorming
One of the easiest and most enjoyable ways to quickly generate a lot of ideas is to brainstorm. A successful brainstorm helps:
• Encourage creativity
• Involve everyone
• Generate excitement and energy
• Separate people from the ideas they suggest. What becomes important is the idea itself, not the person who suggests it.
Guidelines:
• Start by reviewing the topic; make sure everyone understands the issues.
• Give people a minute or two of silent thinking time.
• When ideas start to flow, let them come. Freewheel-don't hold back.
• No discussion of the ideas during the brainstorm. That will come later.
• No criticism of ideas - not even a groan or grimace!
• Piggyback - build on ideas generated by others in the group.
• Write all ideas on a flipchart so everyone can see them.
B. Affinity Grouping
1. Write a sentence or question describing a situation and post it on a wall or flipchart where everyone can see it.
2. Brainstorm all the ideas or issues related to the situation and write each idea on a sticky note. Depending on the size of the group, this can be done as a full group, in small groups, or silently as individuals.
3. All group participants work simultaneously to sort the ideas into 5-10 clusters. The sorting is done without speaking and it is only after it is finished that the logic of the group will emerge. If the group is large, the sorting can start in the small groups and then merge into a large group.
4. A group consensus is used to create a label to summarize or give a title to each cluster.
C. World Café - described in more detail later in this section.
The big group is divided into small groups of 4-5 people sitting around a table with a flipchart - to write, draw, or doodle in the midst of the conversation - and talk about a given subject presented in the form of a question. At each table there is a 'host' who stays at the same table throughout the process. After 20-30 minutes the general host invites participants to change tables. The table host briefly explains the essence of the previous conversation to the guests who arrive for the next round. After three rounds of progressive conversation there is a dialogue among the whole group with the intention of gathering and recording key ideas, questions or insights that might be useful for action planning or other purposes.
D. Open Discussion - Multi-Voting and Mind Maps – both are described in more detail in this section.
Multi-Voting is a way for a group to list problems or solutions and prioritize.
Mind Maps are freehand diagrams that start from a circle in the middle and have 'arms' or 'branches' radiating out at all angles. Mind maps give a visual representation of the whole of a subject and allow the main points to be easily identified. They are a flexible way of presenting information that allows for alteration and making connections between topics much more visual.
Trust, Respect & Inclusive Language -
Trust & Respect – As potential leaders it is essential that the youth realize the importance of presenting themselves in an open and friendly manner.
Inclusive language – It is also important the youth leaders do not alienate anyone due to the use of language. Both are described in more detail in this section.
Activities -
We have highlighted a number of activities (ice breakers / debate / fishbowl / trust activities) that we do with the youth to assist with developing trust and giving them practice to express their opinions and things from different perspectives. Because our focus is on illicit drugs we do a session on Drug Presentations which we then use for the youth leaders to practice their facilitation skills.
Welcome to the Café
What you will need
Flipchart paper
Markers
Candies
Pipe cleaners
Stone
Feathers
Pompoms
Glitter
Flowers
Toys
Sample Questions for the Café
If parents or role models use drugs are youth more likely to use? Why or why not?
How have you seen drugs affect Relationships?
How have you seen drugs affect Community?
How have you seen drugs affect Family?
Long & Short term effects of drug use?
Why do youth use drugs?
What are some social impacts of using drugs?
What is more acceptable, doing drugs or selling drugs?
What are positive and negative impacts of drug use?
What are the different categories of drugs, examples of those drugs, and some physical affects they have?
Open discussion
Relationship
Hypersexualization
Bullying
Sexuality
Homelessness
Violence
Abuse
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Multi-Voting
Step 1 ~ Brainstorm the list of issues, problems, or solutions to be prioritized and write the statements on a flipchart.
Step 2 ~ As a group, discuss the list to eliminate duplicate ideas and to clarify the meanings of any of the statements.
Step 3 ~ Rewrite the final list of statements on a flipchart, leaving room for votes. For easy reference, you can label each idea with a number or letter.
Step 4 ~ As a group, decide what criteria to use in evaluating and rating the ideas.
Step 5 ~ Voting by one of various methods
• Each person silently ranks the ideas and writes the rankings on the flipchart. The ideas with the highest totals are the ones to consider for implementation.
• Each person ranks only what he/she considers the 4-5 best ideas.
• Use dot labels or stickers for voting. Each person has a certain number of dots (3-5) to “spend” on ranking, and can disperse them on several ideas or use all on one great idea.
• Two colors of dots can be used. Everyone gets 3-5 dots of one color and one “super dot” of another color which is worth more points.
Step 6 ~ Discuss the results as a group.
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Mind Maps
A mind map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structure information, and in turn helps you to better analyze, comprehend, synthesize, recall and generate new ideas.
Just as in every great idea, its power lies in its simplicity.
In a mind map, as opposed to traditional note taking or a linear text, information is structured in a way that resembles much more closely how your brain actually works. Since it is an activity that is both analytical and artistic, it engages your brain in a richer way, helping in all its cognitive functions. And, best of all, it is fun!
Benefits and Uses
Basically, mind mapping avoids dull, linear thinking, jogs your creativity and makes note taking fun again.
What can we use mind maps for?
• Note taking
• Brainstorming (individually or in groups)
• Problem solving
• Studying and memorization
• Planning
• Researching and consolidating information from multiple sources
• Presenting information
• Gaining insight on complex subjects
• Jogging your creativity
There are a number of uses mind maps can have. They can help clarify your thinking in many different contexts: personal, family, educational or business. Planning your day or planning your life, summarizing a book, launching a project, beginning a discussion, planning and creating presentations.
How to Draw a Mind Map
Drawing a mind map is as simple as 1-2-3:
1.Start in the middle of a blank page, write or draw the idea you intend to develop.
2. Develop the related subtopics around this central topic, connecting each of them to the center with a line.
3. Repeat the same process for the subtopics, generating lower-level subtopics as you see fit, connecting each of those to the corresponding subtopic.
Some more recommendations:
1. Use colors, drawings, words and symbols. Be as visual as you can, and your brain will thank you. No excuses like "I’m not an artist". Don’t let that keep you from trying it out.
2. Keep the topic labels as short as possible, keeping them to a single word – or, better yet, to only a picture. Especially in your first mind maps, the temptation to write a complete phrase is enormous, but always look for opportunities to shorten it to a single word or figure – your mind map will be much more effective that way.
3. Vary text size, color and alignment. Vary the thickness and length of the lines. Provide as many visual cues as you can to emphasize important points. Every little bit helps engage your brain.
Trust & Respect
Trust and Respect is a major part in the foundation of interpersonal relationships, whether it is between parents and children, friends, or co-workers. It is just as easy to build trust as it is to break it down. It is important to put effort into trust-building, which in turn develops respect.
Do what you say.
Possibly the most important step to building a foundation of trust is to do what you say you will do. At least try doing it, even if it is a small thing, canceling or failing to follow through will doubt in your trustworthiness. Enough doubt, and the foundation will crumble.
Never lie.
Sounds easy, right? Not always. It's surprisingly simple to find yourself saying a little white lie to protect yourself or your friend. But if you tell the truth, even when the truth isn't perfectly pleasant, you will become much more trustworthy.
Volunteer information.8
When an opportunity to be vague arises, don't take it. Volunteer information to your listener to prove that you have nothing to hide.
Example of breaking down trust: "How did you make out with the research today?" "It went fine."
Example of building trust: "How did you make out with the research today?" "It went fine. The whole day was stressful, getting all the information together, in order and ready for today, but I did it.”
You aren't saying anything different—the research went fine—but by volunteering information, you are proving that you have nothing to hide.
Don't omit important details.
The main reason for not omitting important details is because it is hard to keep up with a string of omissions. People will start to notice contradictions in your stories and you will be considered a liar, even if you are only omitting a little! Tell people things they need or want to know. If you begin to provide reliable information they will trust you.
Speak your feelings.
People who only convey hard facts come across as cold and distant.
Tell the truth.
Being honest and truthful is critical and you must be seen as someone who speaks the truth.
Honor your promises.
Trust requires that people believe you are dependable.
Show consistency in your behavior.
This relates to your reliability and predictability. It also determines your ability and good judgment in handling situations. Display loyalty. This refers to your ability to protect others, to be on the same side in their presence, but most importantly in their absence.
Do not break promises however small and insignificant they may seem.
Trust requires that people know you are dependable.
Demonstrate a strong moral ethic.
This is particularly important in relationships. Others must feel confident that you will not falter or show betrayal in any form when away from the other. People must not doubt your ability to be true or dedicated.
Be neutral when placed in difficult predicaments.
Do not choose sides until you make certain that you know all the facts and then you can make an informed decision.
Aim to be objective and show fairness.
When making decisions or taking actions consider how others may perceive this in terms of impartiality and fairness.
Do not display double standards.
Show consistency in your behavior.
The ability to build trust is considered to be the single
most important leadership competency.
Inclusive Language
Language has a powerful impact on shaping ideas, perceptions and attitudes. Language can be used in a positive way by promoting feelings of respect and equality between people, however it can also be used to express prejudice or discrimination. Demeaning, belittling, negative words not only create a barrier to understanding, they can be offensive or racist. Individuals must develop sensitivity to ongoing changes in the appropriate use of language and adapt accordingly.
It is important to keep in mind that the language used in this guide was current at the time of development.
Why Inclusive Language?
Inclusive language:
1. Promotes feelings of respect and equality.
2. Contributes to a relaxed and productive working environment.
3. Indicates a rejection of language that devalues, segregates and ignores diverse groups of people.
4. Is positive and self-affirming.
5. Is accurate and respectful.
6. Demonstrates sensitivity and awareness.
7. Positively reflects the richness of the social and cultural diversity within our society.
8. Avoids false assumptions about roles of people in society.
Inclusive language is a language that reflects the diversity of our communities in an accurate
and respectful way. Inclusive language refers to how people speak, write and visually represent
others. Intonation, body language and other forms of non-verbal communication are very
important.
Inclusive language positively reflects the richness of diversity of the community by acknowledging the lifestyles, experiences, and values of a wide diversity of people. Inclusive language is more appropriate because it avoids false assumptions about people regardless of their gender, marital status, ethnicity, ability, and age thereby permitting dialogue that includes everyone by acknowledging differences.
Language is constantly evolving. As society’s attitudes and practices change new forms of inclusive language, as well as discriminatory language, are constantly being created.
Although most people do not intentionally use language that could be offensive to others, simply being unaware of acceptable language can express discrimination. It is therefore important that we all consistently use inclusive language to ensure that we are not inadvertently offending others.
Development of inclusive language is a collective group process. Because there is so much
ongoing debate within groups as to what is appropriate language to use, language will evolve.
Language that is inclusive and appropriate today may not be appropriate a year from now.
Also keep in mind that the language chosen by the collective group may not be the personal
preference of every individual from that particular group.
Non-inclusive language
There are many ways that the use of non-inclusive language can be considered a form of discrimination. Discrimination is treating people a certain way based on your own preconceived attitudes and beliefs about a group of people rather than on the merits of the actual person. Discrimination can be intentional or unintentional, much like the use of non-inclusive language.
Most people do not want to intentionally discriminate against other people. Often it is done unintentionally because people are not aware of the effect that their language and actions are having on the other person. Discrimination is often thought of as negative treatment, but it can also be thinking about or treating people the same way based on preconceived attitudes or beliefs. For example saying “All Chinese people are hardworking and are smart” is as much a discriminatory statement as saying “Homosexuals cannot be trusted”.
Consequences of using Discriminatory Language
➢ Risks showing ignorance and insensitivity.
➢ Can cause offence to an individual or group of people and not necessarily only those who are members of that particular group.
➢ Reflects a discomfort, fear or embarrassment.
➢ Contributes to the promotion of discrimination and prejudice and further inequalities.
➢ Discriminates against people by not adequately reflecting their role, status, and presence in society.
➢ Shows bias because it favours some groups over others.
Language can be used to express acceptance and inclusion, and it can be used to discriminate against others. Some of the ways language can be used to express discrimination include derogatory labelling, imposed labelling, stereotyping, undue emphasis on differences, invisibility, discriminatory humour, put-downs and self-deprecating comments.
Derogatory labelling - Using language that refers to a person’s gender, sexual identity, culture, ability or other dimension of diversity in derogatory terms is unacceptable.
Example - Deaf & Dumb, Schitzo, Cripple, Wop, Indian, Queer, Retarded, Dyke.
People who are impacted by this language sometimes choose to use derogatory terms as a way to reclaim their power and use the word in a positive way. Many lesbian & gay people say they are part of the Queer Movement.
Imposed labelling - A shared characteristic of people from a minority group that have been powerless to define themselves. Labels and names have been given to them, imposed upon them by the majority.
Example -The Handicapped, Orientals, Africans being called blacks
Stereotyping- Creating on oversimplified, false generalized portrayal of a group of people. Stereotyping does not allow for exceptions or individual differences.
Example - Black people are good dancers, Italians are passionate, Women are emotional, men are insensitive.
Undue emphasis on differences - Personal characteristics of members of minority groups are often identified even when they are unnecessary or irrelevant.
Example - “This is Tim, he is schizophrenic”, “Meet our new nurse, she is aboriginal”, “She is a young female lawyer”, “Let me introduce you to our male secretary”.
It is generally not appropriate to refer to a personal physical characteristic, disability, or illness of a person or a group unless there is a valid reason for doing so.
Invisibility - Sometimes the language we use includes groups of people under a term that is used to describe another group. This practice makes the presence of women and minority groups invisible.
Example - Policeman, Chairman, Mailman
Discriminatory humour - Jokes about people related to their gender, race, religion, age, or disability are offensive to many people and should be avoided.
Examples - Dumb blond jokes, Fat jokes, Gay jokes, Jewish jokes.
Put-downs - Many so called compliments are actual put downs.
Examples - ‘You think just like a man” or “You are very feminine for a female carpenter” are belittling and insulting.
Self-deprecating – These comments are also forms of putdowns. They may appear harmless but they are derogatory terms used at the expense of others. “I am so schizophrenic today” ”Excuse my French”.
Move your butt….
Have everyone sit/stand in a large circle with you in the center. You can either sit in chairs, or have place markers (paper, flashlights) behind each person.
The person in the centre of the circle then names off something you have, have done, or can do. For example: Move your butt if you have ever jumped out of a plane, if you own a dog, have blue eyes.
Those people that can give a positive answer to the question will move their butts and find an open seat/space of someone else that answered positively. You cannot move to the spot on either side of you or back to your spot.
Since you have one less chair/spot then there are people in the group, there should be one person left in the center. This person then gets to pick the next topic.
Truths and a Lie….
Ask each person in the group to think of two true facts about themselves, and one lie.
Each person in the group takes a turn telling the group their three items.
The group then has to agree on which fact they think is a lie. Once the group announces their decision, the speaker tells the group the correct answer. The group can then talk about any of the interesting things they just learned about the new person.
Variation:
Each person writes down their 2 truths and a lie on a piece of paper and hands it in anonymously. Read each card randomly one at a time. The group has to decide who the person on the card is, as well as the lie.
Candy Ice Breaker….
Put about enough candy in a bowl for each person in the room to take up to 3 pieces.
After that is done tell everybody they can grab 1-3 pieces of candy but not to eat it (yet).
Each participant then has to tell something about themselves for each piece of candy they took. (If Claire took 3 pieces of candy she'd have to tell 3 things about herself to the rest of the group.)
After that you can eat your candy.
Face to Face….
The leader has the group randomly pair up. Once introductions between partners are made, the leader gives the group a topic to discuss with their partner for 30 seconds or so.
At the end of the time, the leader will call for the group to switch partners and call out a new topic.
Try to choose topics that are both fun and insightful. Examples include:
• If you could have lunch with anyone from history, who would it be?
• If you could be granted one wish, what would it be?
• If you could go anywhere in the world where would it be and why?
• If you could have any super powers, what would it be and what would you use it for?
Human Treasure Hunt
Create a list of 15-30 statements to distribute to your group.
Give the group a period of time to find people who meet the criteria of the different statements on the list.
When participants find someone who meets the criteria, they ask that person to sign their list.
At the end of the activity, read off the various statements and ask anyone who meets the criteria to stand up.
A sample list is: Sets….
Has a blue toothbrush
Is an only child Have the participants sit down.
Dislikes hot chocolate Pick two or three youth that have something in
Hasn't been to Disneyland common, such as stripes on their shirts, no
Can do a hand stand shoelaces, or the same first letter in their name.
Knows Pig Latin Have them stand up.
Has two brothers
Has green eyes The rest of the kids try to figure out what makes them
Had a shower yesterday a “set”.
Lives the furthest away
Can speak more than one language
Has travelled outside of Canada
Silent Interviews….
• Divide the group into pairs - try to make/ mix the group into pairs who do not know each other well.
• Ask the participants to introduce themselves to their partner.
• Instruct the group that from this point forward, speaking is not allowed. This includes whispering, mouthing words, and making sounds to!
• Inform the group that they must tell their partner 3 things about themselves without speaking, similar to a charades game. These things cannot be physical characteristics.
• Once all of the partners have finished miming to each other, call everyone back into a circle.
• Ask for each pair to verbally introduce their partner to the group, as well as the three things that they learned (or think they learned).
Where Do You Stand?
Have participants sort themselves into groups based on their opinions on simple topics.
For instance, ask participants to split into 'favourite chocolate bar groups’.
Participants might sort themselves into Mars Bar, Coffee Crisp and Snickers groups.
Try asking about your favourite: house pets, pizza toppings, colours.
This can also be used to split participants into groups for a game: just keep asking new questions until you have the number and size of groups you want.
Debates
• Purpose for the youth to participate in a debate.
• Develops critical thinking skills.
• Develops research skills.
• Influences people to listen.
• Encourages non-judgemental thinking.
• Challenges the participants to see both sides of the argument.
• Develops effective communication and interaction.
A debate is a passionate discussion focusing on a particular point of view. It can be argumentative. Debating has strict rules of conduct and quite sophisticated arguing techniques. You will sometimes be in a position where you have to argue the opposite of what you believe in.
If a debate is a form of argument then it logically follows that there must be something to argue about. This is called the TOPIC. The topic changes from debate to debate. They are often about current issues of public importance. Since our focus is illicit drugs topics could be “that marijuana should be legalized" or about social issues that impact youth such as “beauty is better than brains". All topics begin with the word "That". As in other arguments there are two sides to any topic. The team that agrees with the topic is called the AFFIRMATIVE and the team that disagrees with the topic is called the NEGATIVE. When organising a debate it is important to select a topic that is appropriate to the age and education of the debaters concerned.
This activity is not to strictly follow debate protocol but to have the youth pick a topic, do some quick research of both sides of the argument, plan their strategy with their group, and discuss the topic. Once the debate has begun and the groups have gone back and forth 3 or 4 times we have them switch arguments. The affirmative is now the negative and visa versa. This allows the youth to look at both sides of all topics and make informed decisions.
When youth are doing peer education and community education on topics such as illicit drugs it is good to try and remove judgments. It is very easy to shut down your audience by making judgmental comments around topics such as illicit drug use. This is a great way for them to begin to see both sides.
Fish Bowl [pic]
Purpose: Fishbowl activities encourage participants to listen actively to the experiences and perspectives of a specific group of people. A Fishbowl gives participants an opportunity to hear the experiences, ideas, and feedback of youth while giving them the opportunity to be active in the dialogue on youth issues. In a Fishbowl activity there are participants and observers.
Preparation: To prepare for the Fishbowl ask the Fishbowl “participants” to sit in a circle in the middle of the room. The other class or workshop participants can be the “observers" and they sit in a larger circle around the fishbowl participants.
Instructions:
The following are both steps and ground rules.
• One important ground rule is the participation of the observers. During the course of the Fishbowl, observers are not allowed to speak. Their job is to listen and learn from the Fishbowl participants. Mention that the observers will have an opportunity to discuss any issues that emerge in later processing dialogue.
• If possible, assign one of the Fishbowl participants the role of facilitator. It will be her or his responsibility to ask questions, facilitate the fishbowl discussion, and make sure everyone has an opportunity to talk. If necessary, you can play the role of facilitator.
• The topics to be discussed by the Fishbowl Activity can be developed so they are relevant to your program or workshop. Fishbowl participants should have an opportunity to take the conversation where they want or need it to go. If it becomes necessary to push the conversation along, possible prompts include the following:
o Is texting addictive?
o Why do people do drugs?
o Do you think talking to youth about drug use is effective?
o Why do people bully others?
o If you are abused at home are you more likely to do drugs?
o What is an unhealthy relationship?
o Do media and celebrities have an influence on how youth act and what they do? For example: Taking drugs, drinking, fighting, and starving themselves?
o Are youth able to get through school without being bullied, doing drugs, and still maintain friendships?
• Make sure everybody in the Fishbowl has an opportunity to talk. At any time during the discussion one of the observers can quietly go up and tap one of the fishbowl participants on the shoulder and trade roles with them. They now become part of the discussion and the Fishbowl participant now becomes an observer. This does not exclude this person from tapping in if they wish to join the fishbowl again. This can go on throughout the fishbowl activity as long as it is not disruptive, argumentative, and keeps the flow of the conversation going.
• Allow the fishbowl discussion to continue for at least 30 minutes. You can allow it to continue longer if time permits.
• Bring everyone back to a large group and begin to process the discussion. A variety of questions can guide this discussion:
o To the Fishbowl participants: How did it feel to share your feelings about the topic? Was it difficult in knowing people were listening closely? Do you usually have opportunities to share your views and perspectives on the topic?
o To the Fishbowl observers: Did you hear anything from the fishbowl that surprised you?
• To wrap up the exercise pose a final question giving everyone an opportunity to answer:
What is one thing you have learned from this experience?
Facilitator Notes:
A few simple strategies will help you facilitate this activity smoothly. It is very important that observers show maximum respect to the Fishbowl participants by following the silence ground rule. It may take some effort to enforce this ground rule. Consider writing something on the chalkboard or flipchart as a reminder to be respectful and listen.
Fishbowl discussions are usually the most successful when they are informal. If the Fishbowl participants and observers do not know each other very well it can be difficult to get people to open up.
Trust Exercise #1- Blind Lead
Time Required: 20-30 minutes
Although this exercise can be conducted indoors, it is much more effective outside. A good location is on landscaped grounds. Regardless of the number of participants, at least two facilitators are needed to assure that a safe environment is maintained.
The participants are divided into two groups that form two lines facing one another. One line of participants blindfolds the other. The blindfolded group is told to remain in place for a few minutes. The sighted group is led aside out of hearing of the blinded group. The sighted group is told that when they return to their partner they will be leading them around the area. Instruct the sighted group to walk their partner up and down steps, through shrubs, up to trees, benches, and other objects. They may have the blinded partner touch the objects around them. Remind the sighted team that this is a trust building exercise. All communications are to be non-verbal. Explain that you will visually signal them to rally at a shaded spot in about 5 to 10 minutes, and to keep an eye out for your signal and that they are to remain within eyesight of a facilitator at all times and not wander off.
Have the sighted group return to their partners and begin. As the pairs move about the facilitator can choose to move among the pairs making strange noises; stamping feet, whistling, jangling keys, clapping, or brushing the blinded participants with a scarf. If you are in or near a parking area and a car drives by, signal the driver to honk. Encourage teams to walk, CAREFULLY, near or across a driveway where cars are occasionally moving. The idea is to create some level of concern on the part of blinded participant, but avoiding real danger and avoiding pushing the blinded partner into a state of fear.
After 5 - 10 minutes, signal the sighted team members to assemble in a shaded area or out of the wind on a cool day. Tell the blinded participants that we are going to remove their blindfolds and that they should open their eyes slowly to allow time to adjust to the light. Sighted team members are encouraged to support their partners. Once everyone has adjusted to the light, have the recently blinded participants blindfold their previously sighted partners. Signal the newly sighted team members to follow you to a spot away from the hearing of the blinded participants. Make sure you leave a second facilitator with the blinded group, in the event the blinded ones decide to empower themselves and remove the blindfolds or start marching off on their own.
The second facilitator intervenes if necessary and encourages the blinded folks to remain where they are. They may talk amongst themselves.
The facilitator, who has the newly sighted team members aside, explains that they will be non-verbally leading their partners around the local terrain, having them touch various objects and walk safely over and around obstacles. Tell the sighted ones that after about 5 minutes they should switch lead with another pair. It's all right to switch more than once so that everyone has the opportunity to lead at least two different people.
Explain that when you give the non-verbal signal they are to lead the team member back into the meeting area and help them sit down. Once everyone is seated, have the blinded folks remove their blindfolds.
Processing the Exercise:
The facilitator asks the participants to all sit in a circle and asks what they think or feel about this exercise? We like to use a little rubber ball which participants toss to one another when someone wants to speak. If you need to get the conversation going, ask whether it was easier to lead or be led? Many people will conclude that they are not as trusting as they thought. Others will observe that they become anxious when they are not in control. Did anyone in the second group of blindfolded participants notice that their partner changed? What did that do to the non-verbal communication rapport that you had established as a pair? What were the insights or "Ah-Ha's" of this exercise?
[pic]
Trust Exercise #2- Mine Field
Time Required: 20-30 minutes
This trust exercise requires some setting up before it can be executed. It also requires a large, open area such as a room without furniture or an empty space outside, field or parking lot. The leader must distribute “mines,” which they place haphazardly around the area. These “mines” can be balls, bowling pins, cones, paper plates etc.
This exercise gives participants a chance to work on their relationships and trust issues, which is why they are paired into teams of two. One team member will be blindfolded and cannot talk and the other can see and talk, but cannot enter the field or touch their blindfolded teammate.
The challenge requires each blind-folded person to walk from one side of the field to the other, avoiding the mines by listening to the verbal instructions of their partners.
Penalties can be put in place for each time a blindfolded person hits a mine, but the real idea behind the game is to get the team members to trust their partner’s directions and to teach them to communicate in an effective way.
Trust Exercise #3- Spider Web
This trust activity requires preparation beforehand. You will need to find a location, preferably outside that has lots of trees and flat spaces in between the trees so that you are able to design two webs with twine. This activity allows the participants to work as a group by planning how to get everyone through the web. It also develops trust as the group needs to work to physically pass all the participants through a portion of the web.
The web should be designed with various size holes throughout it, keeping in mind that the participants have to be passed through these holes. The participants all stand on one side of the web and have to strategically discuss how they are going to get everyone through the web without using the same hole twice. Initially have the group just pass through the first web and then ask them how it went, what worked, what didn’t etc.
Next have the group pass through both webs but this time give them a time limit to all get through. Again after everyone is through ask them how it went? Did they feel more or less confident and trusting? Did they work as a group to plan out their strategy?
Now have them all back at the start and tell them again you are to pass through webs but this time in complete silence. There is no time for strategy, discussions, no noises, just silence. After all the participants have passed through both webs again discuss the process. How was it? Was it easier doing it without talking? Were people more attentive when unable to talk?
Drug Presentations
As the wrap up to the training weekend begins it is important that the newly trained youth leaders be given an opportunity to apply the facilitation styles and techniques they have acquired through the various workshops of the training weekend. Youth are given a chance to create their own mini presentations in a facilitation style of their own choosing and are encouraged to put their own creative spin on it.
Brainstorming…Let’s Brainstorm
One of the easiest and most enjoyable ways to quickly generate a lot of ideas on any topic is to brainstorm. A successful brainstorm helps:
• Encourage creativity
• Involve everyone
• Generate excitement and energy
• Group people according to the ideas they suggest. What becomes important is the idea, not the person who suggests it.
Guidelines:
• Start by reviewing the topic; make sure everyone understands the issues.
• Give people a minute or two of silent thinking time.
• When ideas start to flow, let them come.
• No discussion of the ideas during the brainstorm. That will come later.
• No criticism of ideas - not even a groan or grimace!
• Piggyback - build on ideas generated by others in the group.
• Write all ideas on a flipchart so everyone can see them.
To get the brainstorm going we would ask the youth:
• What drugs are youth in your schools/communities using?
• What drugs are important to discuss?
• What would you want to know about these drugs?
• What are some fun and engaging ways to facilitate?
Following the brainstorming activity the youth are asked to get into groups.
Each group is given time to choose their topic, develop questions, and choose the facilitation style they want to use for a 15 min presentation, to the other youth leaders and facilitators, that is informative and creative.
Drug Categories
Drugs come in various forms, and can be taken numerous ways. Some are legal and others are not. Drug abuse and misuse can cause numerous health problems, and in serious cases, death can occur.
Stimulants
These drugs speed up the body’s nervous system and create a feeling of energy. They are also called “uppers” because of their ability to make you feel very awake. Stimulants have the opposite effect of depressants. When the effects of a stimulant wear off, the user is typically left with feelings of sickness and a loss of energy. Constant use of such drugs can have very negative effects on the user.
Types of drugs include:
• Cocaine
• Methamphetamines
• Amphetamines
• Ritalin
Inhalants
Inhalants are sniffed or huffed and give the user immediate results. Unfortunately, these immediate results can also result in sudden mental damage. When inhalants are taken, the body becomes deprived of oxygen, causing a rapid heart beat. Other effects include liver, lung and kidney problems, affected sense of smell, difficulty walking and confusion.
Types of drugs include:
• Glues
• Paint thinner
• Gasoline
• Laughing gas
• Aerosol sprays
Cannabinoids
These drugs result in feelings of euphoria, cause confusion and memory problems, anxiety, a higher heart rate, as well as staggering and poor reaction time.
Types of drugs include:
• Hashish
• Marijuana
Depressants
Depressants slow down activity in the central nervous system of your body. These drugs are also called “downers” because they slow the body down and seem to give feelings of relaxation. Depressants are available as prescription drugs to relieve stress and anger, although drowsiness is often a side effect. The “relaxation” felt from these drugs is not a healthy feeling for the body to experience, to stop abuse of this drug, drug treatment is suggested.
Types of drugs:
• Barbiturates
• Benzodiazepines
• Flunitrazepam
• GHB (Gamma-hydroxybutyrate)
• Methaqualone
• Alcohol
• Tranquilizers
Opioids & Morphine Derivatives
Opioids and morphine derivatives can cause drowsiness, confusion, nausea, feelings of euphoria, respiratory complications and relieve pain.
Types of drugs include:
• Codeine
• Fentanyl and fentanyl analogs
• Heroin
• Morphine
• Opium
• Oxycodone HCL
• Hydrocodone bitartrate, acetaminophen
Anabolic Steroids
Steroids are taken to improve physical performance as well as to enlarge muscles and increase strength. Negative effects of steroids include baldness, cysts, oily hair and skin, acne, heart attack, stroke and change in voice. Hostility is also a frequent side effect of anabolic steroids.
Types of drugs include:
• Anadrol
• Oxandrin
• Durabolin
• Stanozol
• Dianabol
Hallucinogens
When taking hallucinogens, switching emotions is frequent. These drugs change the mind and cause the appearance of things that are not really there. Hallucinogens affect the body’s self-control, such as speech and movement, and often bring about hostility. Other negative side effects of these drugs include heart failure, increased heart rate, higher blood pressure and changes in the body’s hormones.
Types of drugs include:
• LSD (lysergic acid diethylamide)
• Mescaline
• Psilocybin
• Cannabis
• Magic Mushrooms
Prescription Drugs
Prescription drugs can be very helpful drugs when used properly and when under the guidance of a qualified physician. These drugs can be used as aids in surgery, to treat medical conditions and while controlling various symptoms. Misuse and abuse of prescription drugs however can be very dangerous.
Types of drugs include:
• Opiods: Codeine, Oxycodone, Morphine
• Central nervous system depressants: barbiturates, benzodiazepines
• Stimulants: dextroamphetamine, methylphenidate
Allegory of Change
by Portia Nelson
1
I walk down the street
There is a deep hole in the sidewalk.
I fall in. I am lost.......
I am helpless. It isn't my fault.
It takes forever to find a way out.
2
I walk down the same street.
There is a deep hole in the sidewalk.
I pretend I don't see it. I fall in again.
I can't believe I am in the same place,
but, it isn't my fault. It still takes a long time to get out.
3
I walk down the same street.
There is a deep hole in the sidewalk.
I see it is there. I still fall in..........
It's a habit.
My eyes are open.
I know where I am It is my fault.
I get out immediately.
4
I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
I walk down another street.[pic]
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Helpful Hint: The power points are designed for the youth leaders and not to be used in the classrooms. The information on the power points are designed for a deeper understanding of each drug for the facilitator to have a better understanding in order to present to their peers on the drug(s).
Helpful Hint: There are a variety of ways to carry out youth leadership training from a one day to a three day event. We have found that three-day training, away from their working environment (school, centre, etc.) is more effective. It establishes a bond between the youth and the project and allows the youth leaders time outside of workshops and sessions to get to know one another on a more personal level.
Helpful Hint:
If there is a large group of youth participants, we break them up into two groups
to attend a workshop. This allows for more interaction, discussion and questions from
the participants.
We have designed our agenda so that workshops are repeated to allow all youth to be able to attend all workshops.
Helpful Hint: We like the warm ups in the mornings to be led by the youth. These activities
are to get the youth moving, wake them up, and get them ready for the day.
We encourage youth to take the lead on as many activities as possible. If you have youth participants that have attended this training before we recommend you have them facilitate
or co-facilitate parts of the training.
Helpful Hint: Suggested items for Activity: Markers, Pens, Stickers, Stress stones, Pipe-cleaners, Candies. Any type of craft supplies such as feathers, pompoms, jewels can be used.
[pic]
Helpful Hints: ”Setting up the room”
Round tables or circle seating on the floor or ground is the ideal seating for this activity. Place a few pieces of flipchart paper in the centre of the table or circle. You can either write the actual questions you want the group to discuss on the flip chart paper or read the questions out loud for the groups to write down once they begin.
Place a few markers and other decoration on the flip chart paper to make the space fun and the activity more inviting. Youth often enjoy working in this way. It allows them to play with things while in discussion. They can doodle, be the note taker or reporter. We all learn and participate in different ways and this seems to be an effective way to engage youth.
Once you invite the participants to take a seat, explain to them that they are free to enjoy the treats, draw, be creative and share their thoughts.
Have one person take charge of capturing all that is said during the discussion on the flipchart paper. Allow for 10-15 min discussions and then have the participants go to a new table/circle. It is good for them to interact with other youth and hear different perspectives. Do this change up 3 or 4 times depending on if the youth are still participating. If you notice they are getting bored then move on to harvesting their information.
Helpful Hints: Harvesting – This is when you as the facilitator can gather the flipchart papers and tape them up for all to see or have a participant from each group hold up their own flipchart paper when it is their turn to report back to the whole group what was discussed and captured on their paper.
Have the groups go one at a time reading out what their question is and all the information that was captured on their flipchart paper. This is a good opportunity to have a group discussion in-between each question to allow others to add their thoughts if they had not had the chance or for you as a facilitator to throw out open ended questions to further explore the original question and answers.
An open-ended question is designed to encourage a full, meaningful answer using the subject's own knowledge and/or feelings. It is the opposite of a closed-ended question, which encourages a short or single-word answer. Open-ended questions also tend to be more objective and less leading than closed-ended questions.
Open-Ended Question - Tell me about your relationship with your teacher.
Closed-Ended Question - Do you get on well with your teacher?
Helpful Hint: We used our discussion topics for each mind map. Write each topic on a separate piece of flipchart paper and have the youth pair off or go in groups and develop a mind map related to their topic. After they are all complete we then have the group report back and explain their mind map. This is a great opportunity to have an open discussion in between each mind map. It’s a great way to openly discuss relationships and family, sexuality and abuse and how they all can have a relationship with drug use or abuse..
Helpful Hint: Sample Debate Topics:
Legalizing (or Decriminalizing) Marijuana vs. Not Legalising Marijuana; Beauty Pageants are Good vs. Beauty Pageants are Harmful; Violence in video games do not affect youth in a negative way vs. Violence in video games do affect youth in a negative way; Harm Reduction vs. Abstinence.
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