BOYS Manual - Halton Region

Transcription

B.O.Y.S.
Building On Your Strengths
Manual
Who Is This Boy?
Session #1
Getting to know one
another
t
Getting to know what
this group is all
about
Boys And Belonging
Session #2
Expectations of the
group
t
Responsibility
t
Respect
Stereotypes:
Don’t Judge A Boy
By His Cover
(Part 1)
Session #3
What does
stereotype mean?
t
Negative
stereotypes
and positive
strengths
Stereotypes:
Don’t Judge A Boy
By His Cover
(Part 2)
Session #4
Stereotypes
t
Things are not
always what they
seem
A Boy’s Hike Of Life
Session #6
Peaks and valleys
in life
t
What helps you
get through
Below The Surface
Of A Boy
Session #5
Emotions and
feelings
Boys And Role
Models
Session #8
Diversity Of Role
Models
Boys And Buddies
Session #9
Communication
t
Resolving conflict
t
Passive, aggressive,
assertive
Boys And Stress
Session #7
What is stress?
t
Sources of
support
t
How to handle stress
in a
positive way
Many Ways To
Be A Boy
Session #10
Celebration and
reflection
B.O.Y.S. Program Outline
To increase grade 7 and 8 boys’ understanding of their positive male roles, relationships
and identities in society and strengthen social skills.
Prior to Session #1:
; Prepare life size paper cut out of a boy
; Photocopy Do I Know You worksheets
Session #4
Session #7
Don’t Judge a Boy By His Cover (2)
Boys and Stress
Optical Illusions, Crime Prevention Posters,
Preparation
; Photocopy role-play scenarios and cut
into strips for session #5
Muscle Relaxation Exercises, De-Stressor
Toolbox
Session #8
Session #1
Who is This Boy?
Boys and Role Models
Session #5
Below the Surface of a Boy
Discussion, Ball Toss, Guest Speaker
Ball Toss, Partner Interviews, Introductions
Preparation
; Create pieces for Group Crest Activity in
session #2
; Find a guest speaker for session #8
Session #2
Boys and Belonging
Magic Box, Iceberg, Emotions Role-Play
Scenarios
; Get “Tough Guise” video and tv/vcr for
session #3
; Prepare chart papers for Graffiti Activity
in session #3
; Ask boys to bring in pictures of positive
role models for session #6
; Choose and obtain video and tv/vcr for
Boy’s Hike of Life session
; Prepare the Boy’s Hike of Life visual
Session #6
A Boy’s Hike of Life
Create and Share Timeline, Video Clip
Preparation
; Confirm date/time with guest speaker for
session #8
Session #3
; Prepare role-play scenarios for session #9
Preparation
Group Crest Activity, Trust Exercise
Preparation
Preparation
Session #9
Boys and Buddies
Friendship Role-Plays, Discussion
Preparation
; Ask boys to bring in an item that
represents their culture or background
; Prepare participant certificates
Session #10
Many Ways to be a Boy
B.O.Y.S. Program Reflection
Don’t Judge a Boy By His Cover (1)
Stereotype Discussion, Graffiti Wall,
Strengths Discussion
Wrap-up Questions, Cultural Sharing,
Presentation of Certificates
Acknowledgments
The B.O.Y.S. (Building On Your Strengths) Manual has been developed in a collaboration
between Region of Waterloo Public Health and the Waterloo Region District School Board. The
B.O.Y.S. program and manual have taken time to evolve and complete. The process began with an
initial planning committee and has progressed through a focus group, pilot programs, development
of a curriculum and a program manual.
Many individuals have participated and contributed to the development of the B.O.Y.S. program
and manual. Special thanks are extended to Walli Sawatzky, Brian Lynch and Paul Wentzloff from
the Waterloo Region District School Board. We would like to thank Walli for his tireless
commitment to, and enthusiasm for, the development of a program for boys. We gratefully
acknowledge Brian for his pioneering work with boys through the Sunnyside Real Boyz program.
We thank him for his creativity and for sharing ideas and activities from the Real Boyz program
which have been incorporated into the B.O.Y.S. manual. We thank Paul for the perspective and
energy he contributed to the program. In addition, we would like to acknowledge and thank the
principals and staff at Sunnyside Public School, Stanley Park Public School and Courtland Public
School for their receptivity and willingness to hold boys’ groups at their schools.
We would like to thank Eliseo Martell, Manager of the Region of Waterloo Public Health Youth
Health Program, for his continued support, ideas and commitment to this work and we also thank
the Youth Health team for their ongoing assistance and support.
Special thanks to Rachel Tavares, Mentoring Program Facilitator at Langs Farm Village
Association for her creativity in suggesting B.O.Y.S. – Building On Your Strengths, as the name
for the program.
We gratefully acknowledge and thank all of the boys who participated in the focus group and pilot
programs that were held. We learned from their participation and feedback in the programs and
this information has assisted us to develop and refine the curriculum for this program.
Subject to the following limitations, this resource manual may be reproduced, stored in a
retrieval system, and transmitted in any form and by any means as long as the source is
acknowledged. No part of this resource manual may be used or reproduced for commercial
purposes or to generate monetary profits. Written permission is required if any adaptations
or changes are made to any of the materials. To follow-up on permission to adapt materials,
please contact Region of Waterloo Public Health, Youth Health Program at: 519-883-2003
or at 99 Regina Street South, P.O. Box 1633, Waterloo, Ontario, N2J 4V3. This permission
does not cover the use or reproduction of any third-party copyrighted material which
appears in this resource manual. Written permission to use such material must be obtained
from the cited source.
1
DISCLAIMER
The Regional Municipality of Waterloo attempts to provide useful information to the public
to assist with their research and private study. This resource manual does not represent or
embody any official position of, or statement by The Regional Municipality of Waterloo
unless specifically stated. The Regional Municipality of Waterloo makes no warranty or
guarantee regarding the accuracy or correctness of the information and materials provided
herein or any websites cited. The Regional Municipality of Waterloo recommends that the
user verify such information and materials and that the user apply their own skill and
judgement as needed. The Regional Municipality of Waterloo is not responsible for any
changes that occur after the publication of this resource manual.
Every attempt has been made to acknowledge all contributors and sources of materials
included in this manual and to obtain permission for including the work of others.
Initial Planning Committee:
Centre for Addiction and Mental Health: Joan Roberts, Program Consultant
K-W Counselling Services: Randy Scott and Keith Martin, Social Workers
Planned Parenthood, Waterloo Region: Gayle McVicar, Educator
Region of Waterloo Public Health: John Atkinson, Health Educator; Marion Kelterborn, Ruth
Ann Shoemaker, and Muriel Vandepol, Public Health Nurses; and Daniela Seskar-Hencic, Public
Health Planner
Waterloo Region District School Board: Walli Sawatzky, Centre Area Behaviour Resource
Team
Manual Development:
Region of Waterloo Public Health: Shelley Conrad, Melanie Guertin and Nadine Heintz, Health
Educators; Nina Bailey-Dick, Melanie Garbarz and Sandy Wang, Public Health Planners; Grace
Bruce, Tammany Crawford, Marion Kelterborn, Adil Khalfan, and Laurie Nagge, Public Health
Nurses; Jo-Anna Kostecki and Natalie Wunder-Zettler, Program Assistants; Gayle Jessop, Public
Health Librarian; and Vikki Downey, Vicki Ulman and Lu-Ann Procter, Marketing and
Communications.
Waterloo Region District School Board: Brian Lynch, Teacher/Guidance Counsellor, Sunnyside
Senior Public School; Paul Wentzloff, Teacher/Guidance Counsellor, Stanley Park Public School;
Paul Chambers, Principal, Steve McGee and Peter Grinsberg Child and Youth Workers, Courtland
Avenue Public School; and Walli Sawatzky, Centre Area Behaviour Resource Team.
2
2006 Manual Review:
Internal Review: Region of Waterloo Public Health: Mary Denomme and Muriel Vandepol,
Public Health Nurses
External Review:
Waterloo Catholic District School Board: Alannah Bell, Faith, Religion, Family Life, Sexuality,
Equity, Race Relations, Ethnocultural Consultant
Waterloo Region District School Board:
Lang’s Farm Village Association: William Davidson, Executive Director, and Rachel Tavares,
Mentoring Program Facilitator
The Men’s Network: Members of the Men’s Network
The Alliance for Children and Youth: Members of the Alliance for Children and Youth.
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Table of Contents
Acknowledgments
Introduction
Background
Facilitation Information
Sample B.O.Y.S. Poster
1-3
5-6
7-8
9-16
17
Sessions:
Session 1 – Who is this Boy?
18-26
Session 2 – Boys and Belonging
27-37
Session 3 – Don’t Judge a Boy By His Cover (Part 1)
38-49
Session 4 – Don’t Judge a Boy By His Cover (Part 2)
50-63
Session 5 – Below the Surface of a Boy
64-74
Session 6 – A Boys’ Hike of Life
75-88
Session 7 – Boys and Stress
89-108
Session 8 – Boys and Role Models
109-115
Session 9 – Boys and Buddies
116-124
Session 10 – Many Ways to be a Boy
125-135
Appendix A – Websites for Reference
Appendix B – Community Resources
Appendix C – Energizers
Appendix D – Sample Letter and Consent
Appendix E – Resources to Support the B.O.Y.S. Program
Appendix F – Connections to the Ontario Curriculum
Appendix G – Developmental Milestones for Youth
Appendix H – Learning Styles
Appendix I – Stereotypes
Appendix J – Posters from Community Safety and Crime Prevention Council
Appendix K – Developmental Assets
Appendix L – Guest Speakers
Appendix M – References
Appendix N – Suggested Reading
136-143
144-146
147-160
161-164
165-169
170-179
180-182
183-185
186-188
189-191
192-193
194-195
196-198
199-200
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Introduction to the B.O.Y.S. Program
The B.O.Y.S. (Building On Your Strengths) program is a strength-based, social skills program
developed in Canada specifically for boys in grades 7 and 8. The goal of the program is to
increase grade 7 and 8 boys’ understanding of their positive male roles, relationships and identities
in society and to strengthen their social skills. The B.O.Y.S. program curriculum was developed to
apply universally to all grade 7 and 8 boys and is innovative in addressing an existing gap in
resources and programs focused exclusively on boys.
Overall outcomes of the B.O.Y.S. program include: increased positive male and self-identity,
increased interpersonal competence including friendship skills and emotional literacy, increased
respect for and comfort with diversity, strengthened peaceful conflict resolution skills and
improved planning and decision-making skills. Specific session objectives are listed on the
summary sheet for each session. These specific learning objectives are taken directly from, or are
written in light of, the Ontario Curriculum Documents. In some cases, these objectives are quite
technical and facilitators who do not have a teaching background may find some terminology
obscure. Language objectives are typically the most technical. Below is a list of definitions,
provided by the Ministry of Education, from the areas of Language, The Arts, and Health and
Physical Education, of some of the terms that may be unfamiliar to facilitators.
Ministry curriculum documents can be downloaded at http://www.edu.gov.on.ca/eng/curriculum/
Term
Definition and Examples
Inclusive Language
Language that is equitable in its reference to people, thereby avoiding
stereotypes and discriminatory assumptions (e.g., police officer includes both
males and females, whereas policeman refers only to males).
Lifetime skills that enhance personal well-being. Living skills include
problem-solving, decision-making, communication, and conflict-resolution
skills.
Living skills
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Media
Media text
Nondiscriminatory
language
Oral text
Role-Play
Stereotype
Synthesis
Text
Voice
The plural of medium. Means of communication, including audio, visual,
audio-visual, print, and electronic means.
A product that is communicated through a medium. Examples include:
advertisement, e-mail, film, video, DVD, clothing, athletic wear, food
packaging, action figure, jewelry, newspaper,magazine, brochure, movie
trailer, editorial, sculpture, song, dance, news report, sports program,
documentary, situation comedy (sitcom), television or radio drama, nature
program, interview, travelogue, television commercial, cartoon, web page,
CD-ROM dictionary, interactive software, multimedia text, blog, database.
Language that conveys respect for all people and avoids stereotyping based
on gender, race, religion, culture, social class, sexual orientation, ability, or
age.
A product that is communicated through an oral medium. Examples include:
greeting, conversation, question, statement, exclamation, instructions,
directions, poem, rhyme, song, rap, story, anecdote, announcement, news
broadcast, interview, oral presentation, speech, recitation, debate, report, role
play, drama.
A technique in drama that involves the adopting of the point of view of a
character in an imaginary situation. The aim of the exercise is to try to
understand through imagination what that character feels and how that
character thinks.
An image of a particular type of person or thing that has become fixed
through being widely held. Stereotypes are usually conventional, formulaic,
and oversimplified.
A new whole that is formed when ideas and information are linked,
combined, and/or integrated.
A means of communication that uses words, graphics, sounds, and/or images,
in print, oral, visual, or electronic form, to present information and ideas to an
audience.
In spoken drama, style or character revealed mainly through the use of
vocabulary, as well as through tone of voice and pace of speech.
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Background of the B.O.Y.S. Program
In the past, teachers, parents, school staff, students and other community organizations voiced the
need to develop pro-social skills and peer support programming for boys. Traditionally, there have
been social skills programs offered for girls in schools and the community, yet few programs were
run specifically for boys.
In December 2000, a Community Planning Group was formed to respond to this identified
programming gap. The planning committee was lead by staff from Region of Waterloo Public
Health together with representatives from K-W Counselling Services, Planned Parenthood, Centre
for Addiction and Mental Health and the Waterloo Region District School Board - Central
Behaviour Resource Team.
A review of the literature revealed programming for at-risk boys, but few health promotion
programs were found that had universal applicability to all boys. Therefore, we decided to create a
new and innovative program that would focus on boys in grades 7 and 8. To do this, multiple
sources of information have been used in the development of the B.O.Y.S. (Building On Your
Strengths) program. These information sources include contributions from the Community
Planning Group, literature reviews, focus groups, pilot groups, and a process evaluation.
The literature indicates that the developmental time frame encompassing grade 7 and 8 is a time of
transition for boys and girls. Besides the biological changes that occur during puberty, there are
psychological, social and academic changes which need to be negotiated. From this point the
literature reviews focused primarily on boys and self-esteem. Research indicates that both girls’
and boys’ self-esteem decreases in adolescence. Despite this decrease, some authors like Gurian
(1999) indicate that boys at this age may display more false confidence, admit less weakness,
posture more and appear more aggressive.
However, research results indicate that health promotion programs should not have self-esteem as
a primary goal. Findings from Raphael (1993) reveal that self-esteem may be an indicator of
health, but that self-esteem does not have a direct positive effect on health. Instead, it is through
improving the social skills of youth that positive changes in health are achieved. Therefore, a
health promotion framework based on strengthening capacities and skills was chosen for the
B.O.Y.S. program.
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Literature searches for a skills-based approach to health promotion led to the Search Institute’s
Developmental Assets Framework (DAF). The B.O.Y.S. program is based on social competencies
outlined in this framework.1 The DAF identifies attributes that young people need in order to grow
up to be healthy, caring and responsible adults. Research shows that boys lag behind girls on
internal assets such as caring, achievement, motivation, homework, school attachment, school
engagement, reading for pleasure, integrity, honesty, responsibility, restraint, interpersonal
competence, peaceful conflict resolution, resistance skills, equality, and cultural competence.
However, the asset with the greatest gap between girls and boys is interpersonal competence
(Roehlkepartain, 2001). As a result of this finding, the developmental asset of interpersonal
competence was selected as the focal point from which to build the framework for the B.O.Y.S.
program content and structure.
Throughout the creation of the B.O.Y.S. program, staff from the Region of Waterloo Public
Health, Youth Health Team, have worked in collaboration with staff from the Waterloo Region
District School Board.
1
For more information see www.search-institute.org
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Facilitation Information
Group Size and Composition
The B.O.Y.S. program is appropriate for all boys in grade 7 or 8 (ages 12 to 14). Ideally, the group
would be composed of 10 grade 7 boys or 10 grade 8 boys. If grade 7 boys are chosen, they will
have another year at elementary school to expand on their skills and may carry some of their
experiences from the group into grade 8. This could also contribute positively to the overall
school climate as the boys may serve as role models to younger students. If grade 8 boys are
chosen, they may be more mature and they might find it easier to contribute to the discussions in
the B.O.Y.S. program.
Consent for each participant should be obtained from parents/guardians as is consistent with your
school/community agency policy.
Recruitment of Boys
Prior to the beginning of the B.O.Y.S. program, using several recruitment strategies to create
interest in the program may be helpful. These may include, among other things, posters (see
example at the end of this section), school announcements, and newsletter inserts.
All interested boys should be invited to a brief (20-30 minute) group information session. At this
information session, facilitators will explain the B.O.Y.S. program. To pique interest in the
program, and to demonstrate the type of discussions that will take place, use the program acronym
B.O.Y.S. Write the acronym on the board or flip chart paper. Reveal the meaning of the “B”
(building) “O” (on) and “Y” (your). Ask the boys to brainstorm the meaning of the “S”. Responses
might include self-esteem, school, study skills or social skills. Let the boys know that the program
is planned specifically for boys their age and includes both learning and fun activities. Explain
that there will be group discussions in which they will be expected to participate and emphasize
the importance of confidentiality within the group. It is important to mention that the boys will be
responsible for all work they miss in the regular classroom if the group sessions are taking place
during the school day. In order to give the boys a snap shot of what the program is about, review
the session topics and briefly introduce the word ‘stereotype’ and what it means (See Appendix I
for definitions of the word stereotype). It is a good idea to choose an energizer (Appendix C) to do
with the boys at this time so that they know that there will be lots of fun, interactive activities.
9
Explain to the boys that in order to participate in the program, they will need to take home an
information letter and a consent form for their parent/guardian to sign. Forms should be returned as
soon as possible as the group size for the B.O.Y.S. program is limited. Use a consent form as per
the policy of your agency; see Appendix D for an example. Group membership will be determined
by the first ten consent forms returned and/or facilitator discretion. Facilitators’ contact
information should be included on the information letter for parents’ reference. See Appendix D
for an example of an information letter.
Pre-Meeting with Boys
When consents have been returned and ten boys are chosen for the group, it is helpful to have a
pre-meeting individually with each boy to review the details about the group and for the boy to
once again meet the facilitators. This gives the facilitators and the boy a chance to become further
acquainted before the group starts (e.g. find out interests, likes and dislikes). Facilitators can ask
what each boy might know about “stereotypes” and let the boy know that this is something that he
will learn more about in the B.O.Y.S. program. This is a good time to remind the boys that, if the
group is being held in a school during class time, each boy will be responsible for any work he
might miss from class or any other issues that he may need to take care of in order to participate.
Session Length
At the beginning of each session in the manual, you will find a 35 minute format and a 70 minute
format. The facilitator and the school or agency in which the program is being held will determine
what length of time is suitable for session length. The 35 minute format corresponds more easily to
a school class period and, therefore, might be more appealing in a school setting. In other settings,
where scheduling or time limits are not an issue, the 70 minute format might be chosen. The 70
minute format generally allows for more activities to be covered, for activities to be carried out for
a longer period of time and to provide more time to explore issues in greater depth. For certain
activities, extension ideas have been included in the activity outline to help facilitators use the
extra time effectively.
10
Where to Hold Sessions
Hold the sessions in a space other than a regular classroom if possible. This gives the group a
different atmosphere from regular lessons and can help the boys feel more comfortable and
relaxed. Libraries, meeting rooms, or even outside (depending, of course, on the weather!) can
work nicely for the group.
Some activities require the boys to work individually, so having an area where the boys can spread
out and work quietly on their own is important. The cafeteria, halls, or just spreading out in a
larger room (e.g. a library) can give the boys space to get comfortable and complete the activities
independently.
Prior to beginning the group set chairs in a circle. Have boys assist with this, if time permits.
When to Hold Sessions
Keep the timing of the sessions consistent. Have them on the same day of the week and at the
same time of day for the duration of the program. This could mean a designated time during a
typical six day senior elementary cycle. If you choose to incorporate a snack into the session, take
this into consideration when choosing the time of day. Remember that having a snack can distract
the group. Distributing the snack at the end of the session during the wrap-up gives the boys a
treat to look forward to, yet it doesn’t disrupt the group.
There are other issues to consider when deciding on when to hold the sessions. Avoid having a
major break during the program, such as Christmas Holidays. Begin and end the session at
scheduled break times such as school nutrition breaks or class changes so that the traffic going to
and from your sessions does not disturb others.
It is helpful to remind the group members of upcoming sessions. School announcements made by
the boys or even short conversations with the boys by facilitators when they might see the boys
between sessions make great reminders. You can also ask the boys to remind one another of
upcoming sessions when they see each other during the week.
Facilitators
Facilitators could be teachers, child and youth workers, or youth leaders in community centres or
faith groups. Facilitators can be male or female, but male facilitators provide the added opportunity
for positive male role modeling.
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It is helpful if facilitators have background and experience facilitating groups and working
specifically with boys. Each agency or community group should take reasonable care to assess the
suitability and background of facilitators for the group.
If possible, there should be two facilitators for the program. This allows for more role modeling
possibilities, and allows increased attention and interaction for each group member.
It is also helpful to have a facilitator “on-site” or within the place where the program will take
place. This would be someone who is committed to the program who can “champion” the
program, answer questions about it and generally promote the program from within. This
facilitator would also know the boys and have an opportunity to connect with them outside the
program.
Effective Facilitators
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
understand and are interested in working with boys
have a participatory, facilitative approach to teaching and learning
are positive and caring in their attitude and approach
resist the extremes of dominance and passivity and create a climate of respect
act as a role model showing respect, fairness and acceptance
use group process to address problems which may arise
encourage group members to help take responsibility for how the group functions
build trust by listening, responding, reflecting and asking open-ended questions
help group members resolve conflict
keep the pace of the group moving, keeping the focus on the session topic
energize the group when energy levels are low
use humour where appropriate
acknowledge and respond to a wide range of emotions
paraphrase and summarize thoughts and ideas
encourage participation by all group members
suggest methods and ideas that will help the group make a decision.
Confidentiality
•
•
Reinforce confidentiality during the sessions;
Avoid discussion of inappropriate, personal, and sensitive topics. If a participant raises an issue
of this nature, tell him that you will discuss this with him after the session. Encourage
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•
•
discussion of the issue with parents or a guidance counsellor if that is appropriate. Follow
professional and/or organizational codes of reporting;
Inform participants that there are times when information from the group may have to be
shared. Examples include if a member discloses information indicating that he is in danger of
serious harm to himself or others or that he is subject to neglect or abuse at home. Follow
agency guidelines and professional standards in this regard;
Consider the types of questions that parents may have regarding the program, involvement of a
participant or discussions that take place. Follow your agency guidelines or professional
standards in this regard as to how to handle inquiries of this nature.
Beginning and Ending Sessions
Each session begins with a “Gathering Question” and ends with a “Wrap-up Question”. These
questions give a routine structure to each session and help boys know what to expect as the group
begins and ends. The “Gathering Question” acts as a warm-up for the group to begin the session.
The “Wrap-up Question” serves as a way to close the session. As a facilitator your job is to try to
promote the discussion, make sure everyone has a chance to participate and to share and expand on
ideas or dispel any myths that may arise.
Increasing Depth of Discussion
•
•
•
•
Use open-ended questions which require a description and cannot be answered with simply
“yes” or “no’;
Facilitator participation may be helpful to spark discussion;
Listen to what boys say and, where possible, incorporate ideas from their responses in
subsequent questions; and
Encourage everyone to participate. Ask who would like to go first and after that who would
like to go next.
Activities
Each session includes activity descriptions including time requirements for each activity. Some
activity descriptions include extension ideas if there is time to extend the activity or the debriefing
of the activity. In several sessions, an asterisk is used to show activity options from which the
facilitator can choose. For discussion and debriefing questions, appropriate responses facilitators
should attempt to garner from the group are indicated by italics. This also includes important
points for the group to discuss for that particular activity.
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Connections to the Ontario Curriculum
While this manual is intended for use in both educational and non-educational settings, included in
Appendix F is a document identifying how B.O.Y.S. links to current Ontario Curriculum learning
objectives. This is intended for educators using this program in school settings.
Additional Activities
If the facilitator has extra time or the boys are interested in exploring a topic further there are
additional activities included at the end of each session.
Group Energy
•
•
Use energizers to liven mood, to add to a discussion or to change the pace. See Appendix C for
energizer activities;
Be aware of how activities are progressing. If most participants finish an activity early, keep
the pace of the session moving by going on to the next activity.
Effective Group Management
Inappropriate behaviour may sometimes take place in groups. Examples of inappropriate
participant behaviour are:
•
•
•
Side conversations occurring between participants when the facilitator or other group members
are sharing information;
Participant makes comments, noises, or gestures, etc. which are disrespectful to others and
disruptive to the group;
Participant does not share in discussions and continually passes when asked to share.
Managing Inappropriate Behaviour
•
•
•
Be clear about what is and is not acceptable behaviour;
Refer to group guidelines relating to consequences of inappropriate behaviour and be sure to
follow-up using these guidelines;
Respond quickly and consistently to inappropriate behaviour. Consequences need to be
immediate. Having facilitators sit closer to or further away from certain boys may be helpful;
14
•
•
•
•
Encourage participants to take responsibility for smooth operation of the group, i.e. if
behaviour is occurring that is disruptive, encourage participants to speak up about it;
Clarify expectations with participants who demonstrate inappropriate behaviour. This may
need to occur after the session is over. Encourage participants to discuss reasons for the
behaviour and suggest how things might be handled differently in future. Outline how the
behaviour needs to change and discuss the consequences if the behaviour continues;
Ask the group if they are noticing disruptive behaviour. Ask the boys to comment on how it
feels to have this behaviour occur during the session;
Have the group share how it feels to have disruptive behaviour occur while someone is
attempting to speak within the group.
Food
Boys enjoy food in the B.O.Y.S. group. This can be an informal, yet important, time of bonding
and fellowship. Examples of snacks that could be used are things such as granola bars, cookies,
fruit, water or fruit juices. Be sure to check for food allergies before offering snacks. Timing of
snacks is important. Sometimes offering snacks at the beginning is useful. This allows for a
relaxed atmosphere with light conversation and gives time for “stragglers” to arrive. Sometimes it
works well to offer the snack at the end of the session and pass it around in a container. Then each
boy can take his snack after answering the wrap-up question and then pass the container to the next
person. Another snack option is to ask whether the boys would be interested in each taking a turn
to bring in a snack for the group.
Folders
There are worksheets, handouts and participation certificates in the B.O.Y.S. program. It works
well to have a folder for each boy in the group to keep these materials together. The group will
decide where the folders will be kept. Boys take the folders and handout material home at the end
of the group.
15
Legend of Icons Used Throughout the B.O.Y.S. Manual
This symbol denotes the objectives of each session.
This symbol denotes the time needed to complete the session.
E
This symbol indicates a connection to the Ontario Curriculum, Health and Physical
Education
y
This symbol indicates a connection to the Ontario Curriculum, Language.
T
This symbol indicates a connection to the Ontario Curriculum, Choices Into Action.

This symbol indicates a connection to the Ontario Curriculum, The Arts.
16
17
Session #1
Objectives
•
•
•
•
Identify the variety of
characteristics, skills,
qualities and talents of
others
Use a variety of listening
comprehension strategies
to understand and clarify
meaning of an oral text
Communicate clearly
using non-discriminatory
language, to engage the
interest of an audience
Participate fairly and
vigorously in games
Time
10 min
Introductions & Welcome
• Life-size cut-out of a boy
• Markers
• Folders for handouts
5 min
Ball Toss and Gathering Question
• Two soft, light balls
Tell us one thing that no one else knows about you
or would be surprised to learn about you.
5 min
Partner Interviews
• Pencils
• Do I Know You? handouts
10 min
Partner Introductions
• Completed Do I Know You? handouts
5 min
Wrap-Up Question
Name one thing you learned about someone today.
Time
35 minutes
Activities and Materials
9 Prior to the session,
prepare the life-size
paper cut-out of a boy
9 Photocopy Do I Know
You? handouts
9 Find a guest speaker
for session #8 to talk
about his work,
volunteering, home
life, etc.
Facilitation Notes
•
For this session only, the Gathering Question has been
combined with an activity. For the remainder of the
sessions, the Gathering Question will stand alone.
18
Session #1
Objectives
•
•
•
•
others
Use a variety of listening
comprehension strategies
to understand and clarify
meaning of an oral text
Communicate clearly
using non-discriminatory
language, to engage the
interest of an audience
Participate fairly and
vigorously in games
Time
70 minutes
prepare the life-size
paper cut-out of a boy
Time
15 min
• Life-size cut-out of a boy
• Markers
10 min
Ball Toss (with extension) and Gathering
Question
Tell us one thing that no one else knows about you
or would be surprised to learn about you.
10 min
Partner Interviews
• Pencils and paper
5 min
Energizer
• Choose from Appendix C
15 min
Partner Introductions
• Completed Do I Know You? handouts
5 min
Energizer
10 min
Wrap-Up Question:
Name one thing you learned about someone today.
9 Photocopy Do I Know
You? handouts
9 Find a guest speaker
for session #8 to talk
about his work,
volunteering, home
life, etc.
19
Session #1
Summary
This activity is a beginning for the B.O.Y.S. group
Preparation
Prepare the life-size paper cut-out of a boy. On this, write any ideas about the program from
your conversations with the boys during your pre-program meetings (e.g. positives and negatives
of being a boy, stereotypes, fun activities, etc.).
Time
10 minutes (for 35 minute session)
Activity
Materials
• Life-size paper cut-out of a boy
• Markers
y
1. Welcome the boys to the group and introduce the co-facilitators. Facilitators may want to share some
background information about themselves, such as their hobbies or interests, family structure and why
the B.O.Y.S. group is important to them.
2. Ask the boys if they remember the purpose of the program. They may have trouble remembering or
putting it into words. Talk about the way the group was first discussed and refer to the ideas written on
the boy cut-out. Responses and ideas can include: to talk about issues that have to do with boys; to do
fun activities; to talk about all the good things or positive things about being a boy; and to learn about
male stereotypes. Write responses on the boy cut-out. Hang this paper cut-out in the room for each
program session.
3. To introduce stereotypes, ask the boys what girls often say about boys. Responses might be: boys are
tough, boys don’t cry, or boys don’t talk about their feelings. Briefly talk about male stereotypes and
the way men and boys are often described. See Appendix I for information on boy stereotypes by
William Pollock in his book Real Boys: Rescuing Our Sons from the Myths of Boyhood.
4. Ask the boys if they have any questions or concerns about the group sessions.
5. Give boys the folders for their handouts and decide together where they will be kept.
Debriefing:
None required
20
Session #1
Ball Toss
Summary
A fun activity to help the group get to know one another’s names as well as something about
each other.
Preparation
None
Time
5 minutes
Activity
Materials
yE
1.
Everyone stands in a circle.
2.
The leader says their own name and passes the ball on to the next person who does the same until the
ball has traveled around the circle once.
3.
The ball will go around the circle again, but this time one person tosses the ball to someone NOT
beside them and says the name of the person who is receiving the toss. The person receiving the ball
then says something about themselves, such as their favourite food or hobby. They then toss the ball
to someone NOT beside them and say the name of the person who is receiving the toss. This
continues with the ball being tossed to a new person each time until everyone has had a turn.
Extension
4.
This time, go around the circle several times. Repeat the pattern of Step #3, always receiving the ball
from the same person, and throwing the ball to the same person. (e.g. Mohammed always throws to
Aaron, and Aaron always throws to Micah). Remember to say the name of the person who is
receiving the ball. This time, the objective is for precision and speed, so do not say anything about
yourself; just call out the names and keep the ball moving.
5.
Add another ball, but continue the same pattern as in Step #3. The speed of the tosses can be varied
to keep participants on their toes!
6.
Challenge the boys to see how many balls they can juggle as a group. Encourage them to
communicate during this drill (e.g. everyone say names at the same time).
21
Session #1
Ball Toss
Activity (cont’d)
Debriefing:
•
What helps us to do this activity? Keeping your eye on the ball, remembering who is before and after
you, keeping your hands ready to receive the ball, etc.
•
Why did we do this activity? To get to know one another’s names, to learn about each other.
•
What did we learn? Ways to work together, how to communicate, how to co-operate (i.e. watch, listen,
pay attention to what others are saying and doing).
•
Where else can we use these skills? Working with people or in groups in school, at home, at a job, or
in the community.
22
Session #1
Partner Interviews and Introductions
Summary
This activity will help the boys get to know each other by exploring their likes and dislikes,
families, hobbies and interests. This exercise can be done in two different ways; the boys can do
the exercise in pairs or as described below, in a group using a circle formation.
Preparation
Make a copy of the Do I Know You? handout for each participant
Time
Activity
Materials
• Pencils
yE
1. Tell boys that they will be interviewing another person to get information about them and then will
report back. Ask boys if they know what an interview is and have them give ideas. Add to their ideas
by saying that an interview is where you talk to someone to get information from them.
2. Divide the group in half and have one half of the boys sit on chairs in a circle in the middle and have
the other half of the boys sit on chairs around the outside of the first circle, so that boys are facing each
other to do the interviews.
3. Give each boy a copy of the handout, Do I Know You? and a pencil.
4. The boys ask the same question of each other at the same time and record the answer and the name of
the person they interviewed.
5. Allow about 15 seconds for the boys to finish one question and then say, “rotate.” The outer circle
moves clockwise, while the inner circle stays still, allowing each boy to talk to a different person for
each question.
6. After going through the desired number of questions, have the group come back together. Each boy
then shares something he learned about someone in the group. If time permits, go around the group a
second or third time to find out something that each person learned about another in the group.
7. When this activity is finished, ask boys to place their Do I Know You? sheets in their folders.
Debriefing:
None required
Source: Used with permission from Brian Lynch and Walter Sawatzky, Sunnyside Real Boyz Program
23
Session #1
Facilitation Notes
•
If there is an odd number of boys in the group, you may have to join a circle.
•
If time is limited, you might want to prioritize the questions (e.g. let boys know that you
want to know something about their families and have them answer questions 4, 5 and 6
only).
•
If boys’ answers are brief, as a facilitator, ask further questions to help make connections to
information that is shared (e.g. Did you notice that John, Karim and Sam all have a cat and
a dog at home?).
•
Some boys may have difficulty writing. Be flexible. You could help them to write their
answers. Boys could be asked to remember their answers. A tape recorder might be
helpful.
24
DO I KNOW YOU?
-Handout-
What is your favourite food?
____________________________________________________________
____________________________________________________________
Name
What is your favourite hobby or activity?
____________________________________________________________
____________________________________________________________
Name
What is your middle name?
____________________________________________________________
____________________________________________________________
Name
Who lives in your home right now?
____________________________________________________________
____________________________________________________________
Name
How many brothers and sisters do you have?
____________________________________________________________
____________________________________________________________
Name
Do you have any pets? What are they and what are their names?
____________________________________________________________
____________________________________________________________
Name
How many times have you moved?
____________________________________________________________
____________________________________________________________
Name
What is your favourite subject in school? What subject is your least favourite?
____________________________________________________________
____________________________________________________________
Name
What is your favourite sport to watch or play?
____________________________________________________________
____________________________________________________________
Name
What do you want to do when you grow up?
____________________________________________________________
____________________________________________________________
Name
What is your favourite TV show, favourite music, or favourite website?
____________________________________________________________
____________________________________________________________
Name
25
ADDITIONAL ACTIVITY – Other Ways to Have Fun - Session #1
Read All About It! – Sharing Life Experiences
Objectives
Practice writing in the third person
Materials
•
Any interesting short newspaper article (e.g. Dog that Fooled Spanish Airport
Security for 11 Days Finally Nabbed!)
Background
Newspaper articles are similar to entries in encyclopedias; they are short descriptions of events.
The headline catches the reader’s interest. The body of the article is set up so the reader with
limited time can gain an understanding of the event. In the first paragraph, basic details are
given, usually in answer to “Who?” “What?” “Where?” “When?” “How” and “Why”.
Background information, specific details, and quotations from witnesses are given in the
subsequent body paragraphs. If the reader wants more detail, they continue to read on. If the
reader wants a short summary of events, they stop reading early on.
Activity
Boys will describe a personal experience in a one paragraph newspaper article written in the third
person. The facilitator will share with the boys an article from a newspaper (print or on-line). Look
carefully with the boys at the headline and the first paragraph. Point out that someone who reads only
the headline and first paragraph will know the “W”s of the event. More details appear later in the
article.
The facilitator will ask the boys to think of an important, exciting, or funny event in their lives. They
will think of a headline to describe the event. On a lined piece of paper, have the boys write the
headline at the top and “Who” “What” “Where” “When” “How” and “Why” along the left margin.
Have them fill in the details of their chosen event in point form.
Give the boys time to write their single paragraph “article”. Offer assistance and feedback to the boys
as they write. As a group, make a title for the group’s newspaper. Post the articles under the name of
the newspaper in the room where the group meets. The boys can read each other’s articles to learn new
things about one another.
Region of Waterloo Public Health, Youth Health Program
26
Session #10
•
•
•
Objectives
Time
others
Develop and communicate
a personal reflection of
recent educational
experiences
Synthesize others’ ideas
with personal experiences
and reflections to develop
a broader understanding of
maleness
25 min
Peer Validations
25 min
• Flip chart paper
• Markers
5 min
Wrap-Up Questions:
What did you like about this program?
What did you not like about this program?
What did you learn in this program?
5 min
Presentation of Certificates of Participation
• Certificate of Participation (example)
• Typed or photocopied certificates for each boy
(on purchased certificate paper if desired)
Time
35 minutes
9 Prepare Certificates of
Participation prior to
the session.
Session Options:
Choose one 25 minute
activity.
125
Session #10
Objectives
•
•
•
•
others
Synthesize others’ ideas
with personal experiences
and reflections to develop
a broader understanding of
maleness
Develop and communicate
a personal reflection of
recent educational
experiences
Demonstrate respectful
behaviour towards the
feelings and ideas of others
Time
Time
35 min
Peer Validations
35 min
• Markers
20 min
Cultural Sharing
• Items that represent family or cultural
background
10 min
Wrap-Up Questions:
What did you like about this program?
What did you not like about this program?
What did you learn in this program?
5 min
• Certificate of Participation (example)
• Typed or photocopied certificates for each boy
(on purchased certificate paper if desired)
70 minutes
9 Prepare Certificates of
Participation prior to
the session.
9 In session #9, boys
should have been
asked to bring in and
share something that
represents their family
or cultural
background.
Session Options:
Choose one 35 minute
activity.
126
Session #10
Peer Validations
Summary
This activity allows the group to give positive feedback to each member of the boys group as the
group is coming to a close. Invite boys to participate in this activity – in both receiving and
giving compliments. There are two ways of doing this activity.
Preparation
None
Time
Activity
Materials
• Blank sheets of paper (8.5 X 11) for option two
• Masking tape for option two
• Coloured markers (one for each boy) for option
two
y
Option #1:
1. Everyone sits in a circle. Tell the boys that since this is the last session of the program, it is a good time
to give compliments to members of the group.
2. Ask the boys what a compliment is. A compliment is a statement from the heart that focuses on a
person’s positive qualities. Today, we want to go deeper than saying we like someone’s clothes or
haircut; we want to concentrate on a person’s positive qualities.
3. Choose a boy to be the first to receive a compliment and ask him to close his eyes. Then, group
members who wish to give a compliment raise their hands. Determine the order of who will speak,
making sure everyone who wishes to speak has a turn. If the boys are reluctant to begin, you may wish
to role model a compliment first. See the facilitation note below for an example.
4. Once all compliments have been given for that individual, he opens his eyes. Ask another boy to be
next. Continue on until all participants have received compliments.
127
Session #10
Peer Validations
Activity (cont’d)
Option #2:
1. Engage the boys in a discussion about compliments. See steps 1 and 2 above.
2. Have the boys tape a blank sheet of paper on each other’s back.
3. Ask each boy to choose a different coloured marker or give each boy a different coloured marker.
4. Each boy will seek out each of his peers, one at a time, and write a compliment on the blank sheet
taped to his peer’s back. At the end of the activity, each boy will keep his own sheet of paper that was
taped to his back.
Debriefing:
•
Was it difficult to think of a compliment for each person? Do you ever give compliments to people in
your life?
•
How do you feel about yourself now that you have been given lots of compliments?
Facilitation Notes
•
Giving feedback in the form of a compliment may be new to boys. Give an example of a
compliment before beginning this activity and review the group guidelines established in
session 2, if necessary. It is important that each boy maintain a respectful attitude during
this activity. If you are doing option 2, check that each boy receives a compliment from all
of his peers, or as many as possible in the time allotted.
Example: “Hashir, you have a great sense of humour. You made me laugh many times.” or
“Diego, you are a great artist. Your part of the group crest was unique.”
128
Session #10
Summary:
This exercise allows the boys to reflect on their understanding of what it means to be a boy.
Preparation:
Write items 2a to 2f shown below on a piece of flip chart paper. Hang the flip chart paper up in
view of the group.
Time
Activity
Materials
• Markers
Ty
1. Tell boys that in the past nine weeks we have challenged stereotypes and explored communication. We
now recognize some common stereotypes about boys. Now, we are going to return to the question of
what, how and who a BOY is.
2. Ask each boy in turn to describe a “boy” using the following headings:
a) Boys and feelings:
Boys can…
Boys will…
b) Boys and conflicts:
Boys can…
Boys will…
c) Boys and friends, relationships:
Boys can…
Boys will…
d) Boys and learning:
Boys can…
Boys will…
e) Boys and fun:
Boys can…
Boys will…
f) Boys and their dreams for the future:
Boys can…
Boys will…
3. To start things off, you can give an example for 2a) Boys can feel a wide variety of emotions, even if
they can’t be seen on the surface. Boys will share their feelings with others if they feel safe and
comfortable.
129
Session #10
Activity (cont’d)
4. Record the group’s responses on the flip chart paper. If desired, the responses could be recorded on a
separate sheet of paper for photocopying and presentation with Certificates of Participation. Encourage
the boys to share this sheet with their parents/guardians.
5. You could also post the ideas from the discussion on a bulletin board, along with positive images of
boys cut from magazines. If you choose to use images of boys in the group, be sure to obtain
permission from the boys and their parents/guardians in advance. Posting positive images of boys in
the hallway or other high traffic areas will allow others to see that boys are more complex than
stereotypes suggest.
Debriefing:
•
What have you learned about what it means to be a boy from this program? Everyone has a different
idea of what it means to be a boy. Sometimes, boys are outgoing and strong; sometimes, we are shy. It
is ok for boys to ask for help or to show their emotions. We don’t all have to be the same. Boys can take
on many different roles, working with many different people. Boys are not always aggressive or
mysterious. We are more than stereotypes we see in the media.
130
Session #10
Cultural Sharing
Summary
This activity encourages boys to share something that represents their family or cultural
background.
Preparation
The boys were asked in session nine to bring in an object that represents their family or cultural
background (e.g. clothing, food, a book or other item, or words from a language they speak).
Facilitators may bring in their own items to share as well.
Time
20 minutes (for 70 minute session only)
Activity
Materials
• Items that represent family or cultural
background
Ty
1. Tell the boys that the group will share representations of family or cultural background. You may wish
to be the first to discuss your cultural item. Then, ask for a volunteer to share his item. Each boy will
take his turn, sharing his item with the group.
2. Encourage the group to find out more about the item they are introduced to.
3. If people share words from their language, encourage the boys to ask questions to learn more. Where
do they speak this language? Is it a hard language to learn?
4. If boys share foods from their background and culture, the group can learn more by asking questions. Is
this food made for special occasions? Can you buy it anywhere?
Debriefing:
•
What new things did you learn about each other today? Make the point that we all come from different
families and cultural backgrounds; learning about others can be fun.
131
Session #10
Summary:
This activity is a final wrap-up to the B.O.Y.S. program and a chance for the facilitators and
boys to say goodbye. It also gives the boys a tangible acknowledgement of their participation in
the group. The Certificate of Participation is something the boys can keep in their school
portfolio.
Preparation:
Make a Certificate of Participation for each boy, using either the provided example, or one of
your own.
Time
5 minutes
Materials
• Certificates of Participation example
(reproduced on purchased certificate paper
if desired)
Activity
1. Thank boys for their participation in the B.O.Y.S. group. Tell boys that we have all come a long way
in our discussions, in what we have learned, and in getting to know each other.
2. Tell boys that each of them will receive a Certificate of Participation to recognize their contribution to
the group. Boys may wish to show the Certificate to their parents and/or keep it in their school
portfolio.
3. Read each boy’s name aloud. Ask him to come up to shake hands with you and receive his Certificate
of Participation.
4. If applicable, announce that there will be a follow-up session in the future. The Post Program
Celebration provided at the end of this session gives you some ideas about how to bring the
participants together again in a few months to explore the long term impact of the B.O.Y.S. program.
132
Certificate of Participation
Presented to:
In recognition of his valuable contribution to the
B.O.Y.S. Building On Your Strengths program
Remember, it is not the destination; it is the journey that makes life so exciting. By making the most of
each opportunity and accepting life’s challenges, you can fulfill your potential and enjoy all that life has to
offer!
We wish you much health, happiness and success in your future!
Facilitators
133
Post Program Celebration
Activity
After the B.O.Y.S. program has finished, the group may wish to meet again to celebrate the success of
the program and to hear from the boys about the impact the program had on their lives.
There are many options for holding a follow-up session. You may wish to meet for 45-60 minutes to
share thoughts about the program. You may choose to dedicate a couple of hours to discussion and
celebration with food and a guest speaker. A day trip, such as canoeing on the Grand River or a
workshop together may also work. Invite a guest to teach a class or give a demonstration if you know
of someone who the boys would enjoy working with.
In session three, the leadership challenge was introduced. In this Post-Program Celebration follow-up
session, allow time for the boys to share details about the activities they chose. Encourage boys to
discuss their fears, hopes, surprises, disappointments, and challenges with the activity they chose to
participate in. Remind the boys that the leadership challenge was voluntary and if a participant decided
not to do the challenge, that choice should be respected. A boy who chose not to complete the
leadership challenge can talk about how the program affected his attitudes about himself or others or
helped him make positive choices.
To give the boys some direction during discussion, you could create a “charter of rights” on a flipchart
paper or the chalkboard. Ask the group what “rights” boys have. Some ideas might be:
Boys can express their feelings
Boys can show respect for other by listening to what they have to say
Boys do not have to act tough
Boys can get along with others who are different than they are.
Here are some points to consider:
• meet with the boys one, two or three months after the 10th session of the program
• ask the boys for ideas of how they would like to celebrate – this can be done at the 10th session
or at a pre-meeting to plan the celebration
• decide on the length of the session you would like to have
• promote the session in advance by sending each participant an invitation
• find a comfortable place to hold the session
• arrange for snacks to be provided, or ask for volunteers to bring snacks to the session
• if taking a trip, or holding a workshop, follow the policies regarding consent forms
• be sure to review the ground rules set at the beginning of the program so the boys will
demonstrate respect for others during discussions
• celebrate all – discuss things that worked as well as things that didn’t work
134
Activity (cont’d)
•
•
•
•
•
•
•
•
encourage the boys to share a wide variety of experiences, thoughts, and feelings
allow for feedback on the logistics of the program – Were sessions too long or short? Were there
topics that boys would like to see included?
encourage the boys to share changes in attitudes, behaviours and goals. Did the program have a
positive impact on the boys?
perform a favourite energizer with the boys
review or discuss any of the topics the boys found particularly interesting
review or discuss any concepts that participants found difficult
conclude with an energizer or wrap-up question
thank boys for their participation in the program and encourage them to continue to work on
their strengths
Suggestions for Activities for a Post Program Celebration
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
take a hike
play tag or any game outside
play the group’s favourite energizers
canoe the Grand River
go cross-country skiing
try winter tubing
swim at the local recreation centre
play beach volleyball in a gymnasium
put on a skit for younger children (e.g. Kindergarten class)
read books to younger children
visit a seniors’ home or veterans’ centre
ask a veteran to speak to the group
visit the Humane Society – walk the dogs and play with cats
visit a local attraction such as Wings of Paradise in Cambridge, African Lion Safari, Joseph
Schneider Haus, Doon Heritage Crossroads, McDougall Cottage, Homer Watson House and
Gallery, or William Lyon Mackenzie King Historical Site
clean up a local park or the schoolyard for Earth Day
visit Niagara Falls or the CN Tower
attend an afternoon performance for students at the Stratford Festival
work on a large puzzle as a group, play charades or a board game
work on crafts
if your facility has a kitchen, cook a simple breakfast for staff
visit the children’s ward at the local hospital
hold a food drive or other fundraising activity to support a local agency such as United Way
135
Session #2
Objectives
•
•
•
•
Identify appropriate
behaviour at school and
home
Demonstrate the skills and
knowledge necessary to
manage their own
behaviour
Identify personal interests,
strengths, and
accomplishments and
appreciate the strengths of
peers
Communicate respect
orally by using nondiscriminatory language
Time
5 min
Gathering Question:
What is one rule you have to follow at home?
10 min
Group Guidelines
• Markers
15 min
Group Crest Activity
• Group Crest template
5 min
Wrap-Up Question:
What is one way you can show respect for members
of the group?
Time
35 minutes
create pieces for the
Group Crest activity.
27
Session #2
Objectives
•
•
•
•
•
Identify appropriate
behaviour at school and
home
Demonstrate the skills and
knowledge necessary to
manage their own
behaviour
Identify personal interests,
strengths,
Time and
accomplishments and
appreciate the strengths of
70 minutes
peers.
Communicate respect
orally by using nondiscriminatory language
Interact respectfully with
peers to contribute to a
positive group
environment
Time
Time
5 min
Gathering Question:
What is one rule you have to follow at home?
15 min
Group Guidelines
• Markers
5 min
Energizer
• Choose an energizer from Appendix C
15 min
Trust Exercise
• Choose one or two trust exercises from the
three provided in the activity section
5 min
Energizer
20 min
Group Crest Activity
5 min
Wrap-Up Question:
What is one way you can show respect for members
of the group?
70 minutes
create pieces for
the Group Crest
activity.
28
Session #2
Group Guidelines Discussion
Summary
This discussion sets the guidelines for the operation of the boys group. It is important that the
boys feel comfortable giving their opinions during this discussion.
Preparation
None
Time
Activity
Materials
• Markers
T
1. Give some examples of common behaviour expectations, such as: putting your hand up to speak; not
speaking with a full mouth; doing chores to earn an allowance; not cheating; or cleaning up messes
you make. Ask the boys what these behaviour expectations are called. Their responses may include
rules, responsibilities, guidelines, agreements, or contracts. Tell the boys that in this session, how
the B.O.Y.S. group will run will be determined along with how situations arising in the group will be
handled. Emphasize that the boys will decide together what is and is not acceptable in the group.
2. Ask for a volunteer to record the group’s ideas on a piece of flip chart paper, with the title “Group
Guidelines” at the top of the paper.
Ask the boys:
• In the past, what were the things that helped make working in a group run smoothly?
• What will it take to make this group a safe and comfortable place for everyone?
• What behaviours or values should you demonstrate when you are part of a group? Be sure to
emphasize confidentiality, trust, respect, and the right to pass with the boys.
• How does it feel if someone is interrupting and not listening when others speak?
• How will we handle conflict or interruptions that might arise? Who will do this?
• How will we handle taking turns to speak in the group?
3. Hang the Group Guidelines up each time that the group meets as a reminder and refer to it as issues
arise in the group.
Debriefing:
None required
29
Session #2
Facilitation Notes
•
Confidentiality is a very important component of the B.O.Y.S. group. In order to feel
comfortable sharing with the group, the boys need to know that it will not be acceptable to
repeat any information shared in the group with anyone else. Facilitators should review the
confidentiality section in the facilitation information of the manual.
•
Be sure to include the right to “pass” in any discussions and explain that if a participant
does not feel comfortable sharing, they do not have to share.
•
Outline the steps of how disruptive behaviour will be handled. For example, facilitators or
participants can remind others in the group if they are being disruptive. The group may
decide a participant will be asked to leave after two reminders in the same session.
•
Role-playing could be included. For example, a facilitator could slouch down in a chair,
stare into space and then ask boys, “What would happen if we did this?” Role-playing
emphasizes the importance of respectful behaviour in a fun way and helps the boys discuss
ways to handle potential situations.
30
Session #2
Trust Activities – Blind Walk
Summary
The purpose of this exercise is to build trust between boys and to get the blindfolded boy to rely
on his senses.
Preparation
Remove any potential safety hazards around the room.
Time
Activity
Materials
• Blindfolds, one per pair of boys
TE
1. Ask the boys to get into pairs.
2. Distribute one blindfold to each pair.
3. Have one boy begin as the guide while the other boy puts on the blindfold.
4. The boy who is guiding leads the blindfolded boy to different areas around the room. The guide asks
the blindfolded boy to use his senses to touch, feel and smell different things around the room.
5. It is ideal for all boys to participate as both the blindfolded and the guide.
Debriefing:
•
How difficult was it to trust your partner? What helped you trust him? What made it more difficult?
•
How do you know if you can trust someone?
•
Why might it be hard for us to trust other people?
31
Session #2
Trust Activities – Stand Up Together
Summary
Working together to accomplish a task helps build trust in one another.
Time
Activity
Materials
TE
1. Divide the boys into pairs.
2. Have the partners sit on the floor with their backs together.
3. Ask the partners to link arms together and then try to stand up, keeping their arms interlocked at all
times.
4. After they have succeeded, have two pairs join together to form a group of four. This group of four
then sits down, links arms and tries to stand up.
5. Keep combining groups until everyone is in one large group and can stand up.
Debriefing:
•
•
•
Was this harder while you were in small groups or larger groups? Why?
32
Session #2
Trust Activities – Trust Your Guide
Summary
This is another simulated blindness trust game, but this can be slightly more challenging in terms
of testing and building trust, which is why the roles are reversed half-way. It is, therefore,
important to explain that this activity is to be played with care.
Preparation
Remove any potential safety hazards around the room. Prior to the boys’ arrival, set up an
obstacle course with rows of chairs and tables in the room.
Time
Activity
Materials
• Tables and/or chairs
TE
1. Ask the boys to get into pairs.
2. Ask one of the boys to put the blindfold on.
3. The non-blindfolded boy acts as a guide and must lead the blindfolded boy through the obstacle
course.
4. Once the first group of blindfolded boys has completed the course, change the course around and
have the boys switch from guide to blindfolded and vice versa.
5. Repeat the activity.
Debriefing:
•
How difficult was it to trust your partner? What helped you trust him? What made it more difficult?
•
•
33
Session #2
Group Crest
Summary
In this activity, the group will create a large crest made from individual puzzle pieces. Each boy
will write or draw on his own puzzle piece. Once everyone has completed their piece, they will
all be assembled to form the crest. This crest will act as a symbol for the group.
Preparation
Make a large drawing of a crest on cardboard using the crest template sheet as an example. This
crest is cut into 10 pieces (each group member should have a piece) resembling a jigsaw puzzle.
Time
Activity
Materials
• Large piece of cardboard
• Markers
y
1. Tell the boys that in this activity we will create a group crest to represent the boys group. Along with
the group name, this crest will represent each individual person in the group, as well as the group as a
whole.
2. Give each boy one cardboard puzzle piece cut-out and coloured markers.
3. Ask the boys to draw their own picture and write a word on their puzzle piece that represents
something about themselves. Give examples of pictures that might be used, e.g. someone who is
really interested in racecars might draw a picture of one, or someone else who has an Irish
background might draw a shamrock.
4. Gather all 10 pieces together and have the group members work together to assemble the crest.
34
Session #2
Group Crest
Activity (cont’d)
y
Debriefing:
•
How many of you have seen family crests (sometimes they are called family shields)? During the
Middle Ages, knights wore armour and one man in armour looked a lot like another. The crest was
used to identify the group or family to which the knights belonged. A crest was like a label for instant
identification. This was in a society at a time when few people could read, so pictures were important.
•
What are crests used for now? To show membership in a certain family or group.
•
How does the crest fit the B.O.Y.S. group? The crest represents each boy individually, as well as the
group as a whole. It symbolizes the B.O.Y.S. group.
•
Where would you like to place the crest? School bulletin board, in the area where the B.O.Y.S. group
is held, or in a display box.
•
How did the group work together in this activity? Did someone take the lead? Did others follow?
How did you work out problems?
35
Session #2
Group Crest Template
-Facilitator Resource-
36
ADDITIONAL ACTIVITY – Other Ways to Have Fun Session #2
Frozen Statues
Summary
This is a drama activity. Participants move around freely to demonstrate positive group
dynamics. They freeze and hold their positions for a few seconds.
Objectives
Reinforce the concept of positive group dynamics
Activity
Clear a large space in the room. Divide the boys into pairs. Tell the boys they will physically
demonstrate cooperation. Give some time for the boys to explore different movements. Examples
include linking arms, hi-fives, helping someone carry something, reaching out a hand to help, patting
someone on the back, sports huddle, etc.
When the facilitator calls out freeze, the boys will stop moving and hold their positions for a few
seconds. Time permitting, the facilitator can give the boys the opportunity to turn into “statues” a few
times, so different positions can be explored. If the boys are comfortable demonstrating their “statues”,
have each pair demonstrate a pose to the group.
Option:
After you have done this with pairs, it may be fun to divide the boys into two larger groups. One group
could watch the others perform and vice versa. Frozen statues could work with the whole group, as
well. All 10 boys could make one statue, such as a sports huddle, or they could work on a combination
of individual poses.
Variation:
Cooperation, respect and trust can be communicated through gestures and facial expressions. This
activity can teach the concept of non-verbal communication. Model a gesture for the participants. For
example, ask the participants what standing with arms crossed means. How is that different from
standing with arms relaxed at sides or palms up? Crossed arms communicate impatience, frustration or
anger, while arms at the side could communicate a more relaxed attitude. As a group, brainstorm
possible gestures and facial expressions along with their meanings. For example, resting chin on palm
of hand usually means boredom. An open mouth and big eyes could indicate surprise or fear. When
you call out freeze, each boy will freeze a facial expression and/or gesture of his choice.
Optional Debriefing:
In what ways can we show cooperation, respect, and positive group dynamics? Was it difficult to
come up with ideas? Sometimes we work in small groups and sometimes large groups. Were there
advantages or disadvantages related to the size of the group you were working with? Which did you
prefer, and why?
37
Session #3
Objectives
•
•
Understand the meaning of
the term stereotype and
identify commonly known
stereotypes
Compare and contrast a
variety of images
presented in media texts
Time
5 min
Gathering Question:
What is the best thing about being a boy?
10 min
Stereotype Discussion
• “Tough Guise” video
• TV/VCR
5 min
Energizer
15 min
Graffiti Wall
• Markers
• Graffiti Wall Statements
5 min
Negative Stereotypes and Positive
Strengths about Boys
5 min
Big Wind Blows Energizer
• See Appendix C
5 min
Wrap-Up Question:
What is one stereotype about boys that you would
like to change?
Time
35 minutes
9 Book the “Tough
Guise” video and a
TV/VCR for the
session.
prepare sheets of chart
paper for the Graffiti
Wall activity.
Session Options:
Choose the 15 minute
activity or the 5 minute
and 10 minute activities.
38
Session #3
Objectives
•
•
Understand the meaning of
the term stereotype and
identify commonly known
stereotypes
Compare and contrast a
variety of images
presented in media texts
Time
70 minutes
9 Book the “Tough
Guise” video and a
TV/VCR for the
session.
Time
5 min
Gathering Question:
What is the best thing about being a boy?
15min
Stereotype Discussion
• “Tough Guise” video
• TV/VCR
• Boy cut-out
5 min
Big Wind Blows Energizer
• See Appendix C
25 min
Graffiti Wall
• Flip chart Paper
• Markers
• Graffiti Wall Statements
5 min
Energizer
10 min
Negative Stereotypes and Positive
Strengths about Boys
5 min
Wrap-Up Question:
What is one stereotype about boys that you would
like to change?
prepare sheets of chart
paper for the Graffiti
Wall activity
9 Ask boys to bring in
pictures from
magazines or
newspapers of males
demonstrating their
positive qualities,
abilities or strengths
for next week’s
“Positive Strengths
Review” activity.
39
Session #3
Stereotype Discussion with “Tough Guise”
Video
Summary
In this activity, boys are introduced to the concept of male stereotypes.
Preparation
Cue “Tough Guise” video
Time
Activity
Materials
• “Tough Guise” Video (Jhally, 1999)
Introduction Section 00.04 – 00.05
• VCR/TV

1. Ask the boys what “stereotype” means. Refer to the cut-out from the first session when this word
was mentioned. Stereotypes are general ways that people or groups are described. These general
descriptions may be true or have some truth to them or may not be true (i.e. blonde jokes, tall people
must be good at basketball, someone with a blue, spiky hairdo is a troublemaker, etc.).
2. Tell the boys that in this activity we will talk about stereotypes that we have heard about boys and
men.
3. Show the short video clip of “Tough Guise” (00.04 – 00.05 Introduction Section – boys talk about
how boys and men are characterized, showing the “Male Box” with descriptive stereotypes related to
boys and men).
4. Ask the boys what they recall from the video. Talk about the “Male Box” and draw it on a piece of
paper as shown in the video with stereotypes on the inside of the box and names boys and men are
called if they do not fit the stereotype on the outside.
5. Ask the boys what they think when boys are called “tough guys” or “wimps.” Is this fair? What is
being missed?
Debriefing:
None required
40
Session #3
Graffiti Wall
Summary
Boys will discuss male stereotypes. They will record thoughts and ideas to “fill in the blanks” in
statements about boys.
Preparation
Write one Graffiti Wall statement on each of the sheets of chart paper.
Time
Activity
Materials
• Graffiti Wall Statements sheet
• Sheets of chart paper with one Graffiti Wall
statement written at the top of each sheet
• Markers
• Masking tape
y
1. Ask the boys what “stereotype” means. Refer to the cut-out from the first session when this word
was mentioned. Stereotypes are general ways that people or groups are described. These general
descriptions may be true or have some truth to them or may not be true (i.e. blonde jokes, tall people
must be good at basketball, someone with a blue spiky hairdo is a troublemaker, etc.).
2. Tell the boys that in this activity we will talk about stereotypes that we know or have heard about
boys and men.
3. Tell boys that they will each be given a marker and a sheet of flip chart paper with a statement
written on it. Ask them to write a word or a few words to describe a stereotype about boys to finish
the statement at the top of the chart paper.
4. To give the boys an example, hold one sheet up and ask for a volunteer to read the statement at the
top of the page. Ask the boys to complete the thought. Boys are tough, violent, loud, good at math,
etc. Reinforce the idea that these are things people say or think about boys or how the media shows
boys and men. These statements about boys and men may or may not be true. Write down ideas on
the sheet so boys can see this example.
5. Give each boy one sheet of chart paper and a marker, ask them to spread themselves around the room
and write something that completes the statement at the top of the paper. After 1 minute, ask them to
stop writing, leave their paper and rotate clockwise to the next closest paper. Continue until all boys
have had a chance to record ideas on all sheets.
6. Ask the boys to get back into their large group and bring the sheets of paper with them.
41
Session #3
Graffiti Wall
Activity (cont’d)
Debriefing:
•
Describe a time you when heard someone say something like this. How did it make you feel?
•
How are boys different from one another? Not all boys are the same. Boys are all individuals. Boys
have different interests and abilities. Not all boys are interested in sports or science or math. Boys can
be interested in or involved in all kinds of activities.
•
Are most of these responses a reflection of how you see yourselves, or how you think others think of
boys in general? What is the difference? Boys may have a range of opinions. They may see
themselves reflected here and think other people see boys this way. The boys may be able to see
differences in the ways boys act and are perceived that are not reflected here. Such a response would
indicate a broader understanding of maleness.
•
Are stereotypes always negative or hurtful? Are they ever fair? Some stereotypes can be positive (e.g.
boys are good at math and sports), but that doesn’t mean they are accurate. Stereotypes are hurtful
when boys are expected to think, act and be the same, when boys are not encouraged or allowed to
express a range of feelings or to pursue the things that interest them.
For 70 minute session:
Extension #1:
If time allows, another way to debrief is to organize all the responses on the graffiti sheets into 3
categories:
Always True
Sometimes True
Never True
Many stereotypical responses have some grain of truth to them. The problem lies in generalizing and
assuming these are true for all boys.
Extension #2:
If time allows, a list of male/boy images from William Pollock in his book “Real Boys” could be used to
re-classify or at least think more about the graffiti wall statements. See Appendix I.
42
Session #3
Graffiti Wall
Facilitation Notes
•
Debriefing is a very important component of this activity and is not optional. Without the
debriefing, the boys can be left with negative ideas about boys in society.
•
The boys might leave their sheets on the floor or tables, or sheets could be taped up to walls
around the room. The boys could be assigned to each start at a different spot and then
rotate around the room to fill out the Graffiti Wall sheets.
•
If they are attentive, allow the boys to freely travel to each station to complete the
statements.
43
Session #3
Graffiti Wall Statements
- Facilitator Resource -
Boys are…
Boys are not…
Boys never…
Boys always…
When boys hang out together…
…is what boys do best.
Only a boy would…
Boys aren’t supposed to…
…sounds like something a boy would do.
Boys think about…
44
Session #3
Negative Stereotypes and Positive Strengths,
Qualities and Abilities
Summary
This discussion provides an opportunity to show that there are not only negative stereotypes for
boys, there are also positive qualities, abilities or strengths related to boys.
Preparation
None
Time
Activity
Materials
• Markers
• Boy cut-out
• “Celebrate the Whole Boy” picture
Ty
1. Ask the boys to think about the stereotypes from the “Tough Guise” video. (For the 70 minute
session, ask the boys to also look at the stereotypes written on the Graffiti Wall statements.)
2. Ask if the stereotypes in the video were negative or positive statements about boys. Many of the
statements in the video were negative.
3. Show the boys the picture, “Celebrate the Whole Boy.” Ask the group what they think of the
activities the boys are doing in the picture. What does this say about boys? Boys can be interested in
both sports and music. Boys can have wide areas of interest. They do not just have to be defined by
the stereotypes of boys and men.
4. Are there any other positive qualities, strengths and abilities you can think of that aren’t shown in the
picture? Boys can be kind, helpful, caring, etc. Write these things down on the boy cut-out.
Debriefing:
None required
45
Session #3
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46
Optional Activity
T
Session #3
“Stepping Out of Traditional Boy Roles”
Challenge
Facilitators may wish to gently challenge boys to take on non-traditional roles in a very practical
way. Since session 3 introduces the concept of stereotypes and the “whole boy”, this may be a
good time to encourage boys to step outside their comfort zone. Facilitators can choose to deliver
the leadership challenge described below.
Why do a leadership challenge?
All high school students in Ontario are required to complete volunteer work before they
graduate; this challenge will allow participants to make contacts in the community that can be
drawn upon for volunteer work in the future. This challenge will also help boys develop high
self-esteem and will allow them a safe environment in which to take risks.
Depending on your situation, there may be a variety of opportunities for boys to discover their
strengths, to take on a new task, or to be positive role models.
Brainstorm with the boys a list of activities or give the following suggestions that apply to your
area:
• Join a school team or group that is new to you
• Help out seniors in your neighbourhood by cutting grass, or shoveling snow
• Spend time with a younger boy in your family, school or neighbourhood, having fun
• Volunteer to help a teacher or student at school
• Volunteer at a the local humane society or any other agency
• Offer to walk dogs in your neighbourhood
• Try a new sport or activity outside of school
• Help a friend or relative with a project around the house
• Get together with an adult to work on a large puzzle, craft or woodworking project
• Coach a team or volunteer at a event held at the local community centre
• Befriend a new student and show them around your neighbourhood
• Read to younger children at the local library
• Get a paper route
• Get together with friends to clean up litter in the park
• Try knitting, gardening, or baking with a relative
• Participate in after school clubs or events at the YMCA
• Attend a dance at school or the YMCA
cont’d…
47
Optional Activity
•
•
•
•
Session #3
Challenge yourself to read as many books as you can in one month
Learn to play an instrument
Invite a new friend on an outing with your family
Introduce yourself to new people at school, in your neighbourhood, at the community centre,
or YMCA
Boys should think about the type of activity that interests them and work towards engaging in
that activity. As the B.O.Y.S. group continues with sessions 4 through 10, offer support and
encouragement to the boys. As needed, offer suggestions for finding an activity or contact person
and address boys’ apprehensions about trying something new. Occasionally, ask for volunteers to
share details of their activities with the rest of the group.
Facilitators should not insist that boys participate in the leadership challenge; participation is
only encouraged as a way for boys to apply skills and knowledge from the program in their daily
lives. Hopefully, even though the B.O.Y.S. program ends, the boys will continue to try new and
non-traditional activities and have fun in a variety of ways.
After the B.O.Y.S. program has concluded, you may wish to bring the boys back together to
discuss how the boys have integrated an increased understanding of diverse definitions of being
male into their lives and to celebrate their accomplishments. See the additional activity in session
10 for details of a follow-up session. Depending on the time of the year, you may wish to wait
one or even two months before bringing the boys back together.
Facilitation Notes
•
•
•
Facilitators should communicate with parents/guardians prior to introducing the leadership
challenge in detail. Emphasize that this activity is voluntary and there are no consequences
for opting out.
Follow your organization’s policies regarding involvement in additional activities outside
regular hours.
Communicate regularly with parents/guardians and involve them by encouraging them to
discuss the challenge at home.
48
Free Association
Objectives
Recognize stereotypes in daily life; identify stereotypes as having a negative or positive
connotation
Activity
The facilitator will prepare a list of five nouns that may bring stereotypes to mind. Examples include
Canadians, Americans, girls, boys, parents, sisters, brothers, friends, athletes, musicians, firefighters,
police officers, gardeners, painters, singers, or dancers. Do not use words that designate a cultural
group.
Explain to boys that free association means saying what first comes to mind without worrying what
others will think.
Hand out 1 piece of scrap paper to each boy. The boys will write numbers 1-5 on the left side of the
page. Read out the first noun from the facilitator’s list and ask participants to write down a word that
comes to mind, in this case beside #1. Do not give too much time; free association does not allow for
editing of ideas. The facilitator will read the second, third, fourth and fifth words from the list. After
each word, boys will have time to record their responses in order beside the numbers on the page. Ask
students to put their pencils down.
The facilitator will collect the pieces of paper. The facilitator will write the noun on the chalkboard
and record all of the acceptable responses underneath. Rude, insensitive, or disrespectful remarks
should be discarded. Ask the boys if the responses from free association are accurate or are they
stereotypes? Are the responses negative or positive? If time permits, review the responses to the other
four nouns.
Facilitation Notes
Free association means that any response within reason is acceptable. Participants
should be reminded to demonstrate respect and a positive attitude when free associating.
The facilitator should take a moment to discard any responses that are disrespectful or
inappropriate.
49
Session #4
Objectives
•
•
•
•
Interpret a variety of
increasingly complex
media texts using overt
and implied messages
Explain how individual
elements of various media
forms combine to create,
reinforce, and/or enhance
meaning
Demonstrate the ability to
follow routines while
participating vigorously in
games
Understand that different
media texts reflect
different points of view
Time
10 min
Gathering Question:
What toy did you play with as a child and what
activities, hobbies or games do you like now?
10 min
Optical Illusions
• 2 Optical Illusions
5 min
Crime Prevention Posters
• Posters
5 min
“Big Wind Blows” Energizer
• See Appendix C
5 min
Wrap-Up Question:
What does “Don’t judge a boy by his cover” mean?
Time
35 minutes
50
Session #4
Objectives
•
•
•
•
Interpret a variety of
increasingly complex
media texts using overt
and implied messages
Explain how individual
elements of various media
forms combine to create,
reinforce, and/or enhance
meaning
Demonstrate the ability to
follow routines while
participating vigorously in
games
Understand that different
media texts reflect
different points of view
Time
70 minutes
Time
10 min
Gathering Question:
What toy did you play with as a child and what
activities, hobbies or games do you like now?
10 min
Positive Strengths Review
• Boy cut-out visual
15 min
Boys’ Toys Discussion
• Video game
• Model cars
• Rolling pin
10 min
“In the River, On the Bank” Energizer
• See Appendix C
10 min
Optical Illusions
• 2 Optical Illusions
10 min
Crime Prevention Posters
• Posters
5 min
Wrap-Up Question:
What does “Don’t judge a boy by his cover” mean?
51
Session #4
Optical Illusions
Summary
In this activity, the boys view different optical illusions and then discuss what they see. The
activity helps the boys learn that things are not always what they seem at first and that things can
be viewed in different ways. Later on, the boys compare what they did in this activity to how
they might think of or relate to other people.
Preparation
None
Time
10 minutes
Activity
Materials
• 2 optical illusions included in session
Ty
1. Ask the boys to sit in a circle. Tell the boys that they will be looking at some pictures.
2. Pass the optical illusion pictures around the circle so each boy has a chance to see them. Tell the boys
to look at the pictures but not talk about them.
3. Once everyone has seen the pictures, hold the pictures up one at a time an ask the following
debriefing questions:
Debriefing:
•
What was your first impression of the picture? What did you notice afterward? First I saw a rabbit,
then I saw a duck. I saw an old woman and later I saw the young woman. Boys will likely share what
they saw at first glance and what they were able to see later on when they looked deeper. If they can
only see one thing in the picture, help them to see the other form in the picture.
•
Have you ever changed your opinion of someone after you got to know them better? I thought my
friend George was really serious but then I found out that he likes to tell jokes. The main idea of this
activity is that things are not always what they seem. Sometimes you have to look a little deeper than
the surface to see the true person. It takes effort to learn about someone; people can surprise you, even
if you think you know them.
52
Session #4
Optical Illusions
Activity (cont’d)
Debriefing:
•
What does the word stereotype mean? A stereotype is a generalization or an unfair judgement of a
group of people e.g. all blondes are dumb. In this program, we are talking about stereotypes of boys
and men. Remind the boys about the stereotype discussion from session #3 and the related words
written on the boy cut-out image.
•
What do the optical illusions have to do what the idea of stereotypes? When we first looked at the
illusion we made a judgment. When we looked further we saw something different. Sometimes when we
meet a person we make a judgment about him or her only to find out later that we were wrong.
53
Session #4
Optical Illusion
www.coolopticalillusions.com
54
Session #4
Optical Illusion
www.coolopticalillusions.com
55
Session #4
Crime Prevention Council Posters
Summary
This activity is intended to get the group thinking about quick judgments people often make of
others.
Preparation
None
Time
Activity
Materials
• Crime Prevention Council Posters
y
1. Hold up the first poster for the group to look at.
2. Ask the group to describe the person in the picture.
3. Discuss judgments that might be made about the person. Prompt with questions:
a) What kind of music do they listen to?
b) What is their favourite food?
c) Where do they hang out for fun?
d) What are their hobbies?
e) What kind of friend would they be?
4. Repeat steps 1–3 for each poster. (You may only have time to do one poster for the 35 minute session).
Debriefing:
•
•
•
•
•
•
Do you ever feel that someone has judged you based only on the way you look?
How do you feel about that?
Do you think that it is fair when people do this?
Can you think of situations when judging people based on the way they look might be harmful?
How do you think you can get more realistic impressions of people, besides basing your opinions only
on appearances? Talk to people, watch body language, and smile.
What do these judgments about people have to do with negative male stereotypes? People might judge
all boys and men as being the same. People may look at all boys or men and think they will all act like
the negative stereotypes (e.g. violent, tough, not show feelings) without really getting to know what the
person is like.
56
Session #4
Reprinted with permission from the Waterloo Region
Community Safety and Crime Prevention Council
57
Session #4
58
Session #4
59
Session #4
Positive Strengths Review
Summary
This activity adds to the discussion from session #3 to show positive male qualities, abilities and
strengths.
Preparation
Gather pictures of boys or men demonstrating a variety of positive qualities, abilities and
strengths.
Time
Activity
Materials
• Pictures of boys or men which demonstrate a variety
of positive qualities, abilities and strengths.
yT
1. Ask boys to share and talk about pictures they found showing boys and men demonstrating positive
male qualities, abilities and strengths. The facilitators can also show any pictures they have found.
2. Add information to the boy cut-out re: positive male qualities, abilities and strengths that come from
the pictures (e.g. boys involved in sports, father taking his child for a walk, boys raising money for a
charity, etc.).
3. Keep these pictures up in the room during the remainder of the boys’ group sessions.
Debriefing:
None required
60
Session #4
Boys’ Toys Discussion
Summary
In this activity, boys discuss how playing with toys builds strengths or interests that they might
use in the future.
Preparation
None
Time
Activity
Materials
• Video game
• Model car
• Rolling pin
Ty
1. Remind the boys of the gathering question discussion where they talked about toys they played with
as a child and activities, hobbies or games they like to play now.
2. Ask the boys to name one thing that they have learned from playing with a favourite toy, hobby or
activity. In hockey, learning how to skate fast and handle their stick to get the puck. In chess,
learning which chess pieces can move which way. Tell boys that toys, games, and hobbies often help
us think, develop skills, learn ways to get along with others. Sometimes a toy or hobby can lead to a
career e.g. a boy’s interest in computers leading him into the computer field or an interest in building
model planes leading to an interest in becoming a pilot.
3. Show the boys the video game, model car and rolling pin and ask boys which of these could be
considered a boy’s toy. The boys will probably agree that the model car and video game could be
considered toys. They might not see how a rolling pin fits here. Ask the boys whether they enjoy
cooking or if they know any boys or men who enjoy cooking. Boys will probably talk about whether
they like cooking or whether they know men who can cook. Tell boys that for men who enjoy cooking,
a rolling pin might be considered a boy’s toy. Let boys know that often people generalize or
stereotype men by saying that they can’t cook. We know there are boys and men who like to cook.
Write the words “boys can cook” on the boy cut-out.
4. Ask the boys if they know of anyone with any other hobbies or interests that are unique or
interesting.
Debriefing:
None required
61
What Are Your Best Qualities?
Objectives
Identify positive character attributes in others; Develop respect for differences
Materials
•
Descriptive words written on small pieces of paper, large blank pieces of paper (one for each
participant), masking tape
Activity
In advance of the activity, the facilitator needs to write or type out descriptive words and phrases such
as kind, smart, helpful, motivated, enthusiastic, hard-working, friendly, hockey player, guitar player,
karate student, math whiz, artist, etc. and cut them into strips, affixing a piece of tape to each strip.
Include positive character traits, interests or hobbies common to the boys in the group. Each group
member will need two or more descriptors for each member of the group except himself.
On the day of the activity, give each boy one large piece of paper on which he writes his name at the
top. Spread out the papers on desks or post them, making sure to spread them around the room. The
facilitator will lay out the strips of words - tape side upon a table in the centre of the room. Each of
the boys will choose a description, and affix it on a group member’s large piece of paper to describe
that person. The boys will return to the centre, choose another description, and affix the strip to
another boy’s large paper until all of the words have been used.
Debrief after all the words have been affixed. Were there any surprises? What was the point of this
activity? How did this activity make you feel about the other boys in the group?
Facilitation Notes
Before the activity, the facilitator should advise boys that they need to select a descriptive
word or phrase for each member of the group. It may be difficult to choose descriptors if a
participant is new to the school or area where the group is meeting. The facilitator should
mingle with the boys to offer suggestions and to ensure that no one has been left out.
62
Design Your Own Community Safety & Crime
Prevention Poster
•
Photographs of each boy; blank paper for printer or handwriting
Activity
In session #4, boys looked at Community Safety & Crime Prevention Council posters. Boys can now
make their own posters. Before this activity, ask boys to bring a photo of themselves. First, boys will
decide on a headline important to them such as I AM happy, smart, kind, helpful, important,
deserving, motivated, enthusiastic, friendly, talented, funny or unique. If boys would like to write an
explanatory sentence below the headline, they can model the Crime Prevention posters.
Type up each of the boy’s headlines on a separate sheet of paper; leave room for the photo. At the
bottom of the page, type “Appearances are skin deep. Look deeper.” Insert the photo into the blank
space. Print out the posters and with boys’ permission, post the posters in a place where they can be
seen by other youth and adults. If time is short, write out the headlines, tape photos on, and write the
last line.
Ask boys to interview other people for feedback on the posters. Feedback can be shared with the
group. What did people think of the posters? Did they learn anything new about the boys? Did the
posters change people’s ideas of what a “boy” is?
63
Session #5
Objectives
•
•
•
Develop and explain
interpretations of oral texts
using stated and implied
ideas from the texts to
support their interpretation
Extend understanding of
oral texts, by connecting
the ideas and information
in them to their own
experience and to the
world around them
Understand the importance
of using effective
communication skills to
deal with various
relationships and situations
Time
Time
10 min
Gathering Question:
Think about one time when you felt something
strongly or intensely. Describe.
5 min
Magic Box
• Magic Box Ideas
10 min
Emotions Iceberg
• Markers
• Emotions Iceberg Example
5 min
Emotions Role-Play Scenarios
• Emotions Role-Play Scenarios handouts
5 min
Wrap-Up Question:
What was it like talking about your feelings today?
35 minutes
photocopy Emotions
Role-Play scenarios
and cut into strips.
9 For next week, ask
boys to bring in a
picture of someone
whom they admire or
consider a positive
role model.
64
Session #5
•
•
•
•
Objectives
Time
Develop and explain
interpretations of oral texts
using stated and implied
ideas from the texts to
support their interpretation
Extend understanding of
oral texts, by connecting
the ideas and information
in them to their own
experience and to the
world around them
Understand the importance
of using effective
communication skills to
deal with various
relationships and situations
Accurately represent
emotions through voice
quality, gestures and body
movements
10 min
Gathering Question:
Think about one time when you felt something
strongly or intensely. Describe.
10 min
Magic Box
• Magic Box Ideas
15 min
Emotions Iceberg
• Markers
5 min
Energizer
15 min
10 min
Emotional Charades
• Emotion Cards
5 min
Wrap-Up Question:
What was it like talking about your feelings today?
Time
70 minutes
photocopy Emotions
Role-Play Scenarios
and cut into strips and
prepare Emotion Cards.
9 For next week, ask boys
to bring in a picture of
someone whom they
admire or consider a
positive role model.
65
Session #5
Magic Box
Summary
In this activity, the boys use their imagination to choose and then act out different sports, animals
and feelings.
Preparation
None
Time
Activity
Materials
• Imagination!
• Magic Box Ideas
Ey
1. Boys stand or sit in a circle.
2. Tell boys that they are to pretend that there is a large trunk in the room. You may want to ask some
of the boys to help you “move” the trunk (it is very heavy!) into the centre of the circle.
3. Open the box, and announce to the group that it is full of lots of interesting things! Explain that you
see some different sports in the box.
4. Ask for one boy to volunteer to “take” one of the sports out of the box, and, without using any sound,
act it out for the rest of the group.
5. The group tries to guess the sport.
6. The person who guesses correctly then goes into the middle of the circle and selects another sport to
act out from the trunk.
7. Repeat steps #3-6 using sports, then animals as the topic, and finally, feelings as the topic.
Depending on time, you may want 2-4 boys to act out an item for each topic (i.e. sports, animals,
feelings).
Debriefing:
• Which feelings were easiest to act out and guess?
•
Why were some feelings easier to act out and guess? Some common feelings, like happy or sad, are
easier to recognize and act out. Feelings like disappointment, being scared, disgusted or proud might
not be shown as often, and therefore, might be more difficult to act out or recognize.
Source: Used with permission from Brian Lynch and Walter
Sawatzky,On
Sunnyside
Boyz Program
Building
Your Real
Strengths
66
Session #5
Magic Box Ideas
If boys have trouble thinking of ideas for the Magic Box, here are some ideas the facilitator
could suggest:
Sports
Animals
Feelings
Hockey
Basketball
Baseball
Soccer
Volleyball
Wrestling
Lion
Giraffe
Elephant
Horse
Monkey
Happy
Sad
Afraid
Disgusted
Scared
Surprised
Angry
Tired
Love
Proud
Disappointed
Facilitator Notes
•
Many youth, particularly boys, express anger in place of other emotions. Boys may feel
reluctant to express fear, disappointment, sadness, or loneliness, etc. overtly because these
emotions contradict the image of strength they feel expected to project. Helping boys
express a wide variety of emotions contributes to the development of a healthy self-image,
particularly important during the turbulent period of adolescence.
Toomey, Michele. (1996) Learning How To Be True To Our Emotions Without Being Abusive
To Them. Retrieved May 2, 2007 from www.mtoomey.com/truetoemtions.html
67
Session #5
Emotions Iceberg
Summary
This activity uses an iceberg as a symbolic example to help the boys gain a better understanding
of the complexity of emotions. It illustrates how people show and express certain emotions.
Sometimes, there are emotions that are hidden deep down inside us that we may not show others.
Preparation
None
Time
Activity
Materials
• Markers
Ty
1. Introduce the idea of an iceberg by asking the boys what they know about icebergs.
2. Draw a large iceberg on a sheet of chart paper, with a waterline part way down. Point out that there
is one small part of the iceberg that shows above the water and that most of the iceberg is underwater.
See example.
3. Introduce the idea of an emotions iceberg. A narrow range of emotions are displayed to the world –
like the tip of the iceberg. Many emotions thought to be unacceptable or undesirable are stored deep
within ourselves, below the surface. This is especially so for boys and men who are not always
encouraged to show a wide range of emotions.
4. Describe or role-play a situation (a personal one, or one that has been made up) that involved some
strong emotions and behaviour(s). While describing the incident, or after role-playing, write
emotions on the chart paper above the waterline, near the tip of the iceberg (e.g. angry, sad, happy).
These are the emotions that people show to the outside world through their behaviours and actions.
Write emotions that people are reluctant to show the outside world in the iceberg below the waterline
(e.g. upset, scared, confused).
5. Explain that the emotions iceberg is a representation of a person’s emotional life. Review the words
listed on the chart paper, making sure to distinguish between what is above the waterline and what is
below.
68
Session #5
Emotions Iceberg
Activity (cont’d)
6. Re-cap for the group:
TIP OF ICEBERG = emotions we feel comfortable showing to the outside world
BOTTOM OF ICEBERG = emotions we (especially boys and men) have but don’t show others
Sometimes the emotions we show (anger) are not the emotions we are feeling (hurt, sad, scared).
Debriefing:
Actions are often accompanied by an emotion, but some emotions are hidden “below the surface”; so instead
of showing our true emotions, we show an emotion that we feel comfortable expressing (those on the tip of
the iceberg). This can sometimes confuse people – even ourselves.
•
Talk about a time when you had some strong emotions, but reacted with a behaviour that might not fit
with the way you were actually feeling.
•
In what ways could you show how you really feel? Showing emotion: crying when you are sad, instead
of pretending to be happy so that people think that things don’t bother you; talking about what happened
and how you are feeling to a trusted parent, family member, friend or teacher.
•
Would these ways of behaving really work in life? Why or why not? It might work sometimes and not
other times. You need to trust the people you are with to feel comfortable letting them know how you
really feel. Sometimes it takes time to recognize how we really feel.
Facilitator Notes
•
With two facilitators, one facilitator describes the situation and the other writes behaviours
and emotions on the emotions iceberg chart paper.
69
Session #5
Emotions Iceberg Example
Actions That Show Our Emotions
(Outside Iceberg)
HITTING
Sad
SCREAMING
Happy
CRYING
Angry
SMILING
Emotions We Show
(Tip of Iceberg)
Frustrated
Confused
Emotions We Sometimes Hide
(Large Body of Iceberg)
-
Happy
Excited
Sad
Unsure
Scared
Stressed
70
Session #5
Summary
This activity will give boys the opportunity to get involved in a role-play scenario, to observe a
scenario being acted out and to talk about the emotions involved in the scenario. Prior to this
activity, the boys will have heard and observed the facilitator tell a story and/or role-played a
scenario when illustrating the emotions iceberg.
Preparation
Photocopy the role-play scenarios and cut them into separate strips.
Time
Activity
Materials
Ey
1. Tell boys that this activity involves role-playing a scenario to see if we can understand some of the
feelings involved in each situation.
2. Divide boys into groups of two or three.
3. Read the scenarios out loud. Then, give each group one slip of paper with one of the scenarios
written on it.
4. Ask each group to talk about their scenario together and decide how they might act out the situation.
5. Encourage group members to take turns acting out their situation for everyone.
Debriefing:
Ask after each scenario:
• What behaviour did we see on the outside?
• What emotions did we see on the outside?
• What might the boy be feeling underneath?
• Would the boy in each case want to show his true feelings underneath? Why or why not?
Mention that there are times when our feelings can be confusing, complicated and harder to understand.
Sometimes we can or cannot understand what our feelings are underneath our behaviour.
71
Session #5
- Handout -
---------------------------------------------------------------------------------------------------------------a) John’s parents are separated. John was supposed to meet his father this weekend. His
father does not show up. Act out what John might do and say when gets home to his
mom and brother.
---------------------------------------------------------------------------------------------------------------b) Dante has had his cat, Rusty, for eight years. This morning Rusty was hit by a car and
seriously injured. Dante has been invited to go to a birthday party this afternoon. His
friend comes over all excited to get him to go to the party. Act out what Eric might do
and say when his friend comes over.
---------------------------------------------------------------------------------------------------------------c) Malik stayed up late last night. He has five minutes to catch his bus for the last day of
early morning soccer try-outs. He thinks he has a good chance of making the team
today. His brother yells at him that he took his hair gel and tells him he has to find it
and give it back. His father tells him he has to put out the garbage before he leaves
home. Act out what Malik might say and do.
----------------------------------------------------------------------------------------------------------------
72
Session #5
Emotional Charades
Summary
This activity gives the boys an opportunity to act out different emotions while the rest of the
group identifies which emotion is being portrayed.
Preparation
Write emotions such as the examples below on separate cards or pieces of paper and put them in
a hat:
Happy
Embarrassed
Disappointed
Surprised
Worried
Excited
Sad
Shy
Panicked
Bored
Angry
Scared
Stressed out
Annoyed
Time
Activity
Materials
• Emotion Cards
• Hat
Ey
1. Before the activity begins, prepare a neutral, common phrase or ask the boys to come up with a
phrase such as: “It is usually hot in the summer”, “The grass is green”, “I have a red bike”, etc.
2. Tell the boys that the group is going to do a charade activity and that each boy will pick a card out of
the hat. Tell them to read what is written on the card but not show anyone else.
3. Tell the boys that their challenge is to act out the emotion that is on their paper while saying the
neutral phrase. No words can be said to reveal the feeling, so they will have to use their voices, body
language, facial expressions, etc. to demonstrate the emotion.
4. Give each boy a chance to portray their emotion while the rest of the group guesses which emotion is
being demonstrated.
Debriefing:
• How did you communicate a feeling when you could only use one phrase?
• How did it feel to do this?
• Which emotions were more difficult to act out and guess? Which were easiest? Why?
Discuss non-verbal communication and how it influences messages we send. Albert Mehrabian (as cited
at http://www1.chapman.edu/comm/comm/faculty/thobbs/com401/nonverb.html) found that only about 7%
of the emotional meaning of a message is communicated through the words we choose. About 38% is
communicated by paralanguage, which is basically the use of the voice (tone, speed, volume, etc.). About
55% comes through nonverbal cues, including gesture, posture, facial expression, etc. It is behavior other
than spoken or written communication that creates or represents meaning.
73
What Is It?
Objectives
Understand that appearances can be deceiving; Understand that many parts make up the whole
Materials
•
one ingredient panel listing ingredients taken from common foods (e.g. snacks, cereals,
beverages) and household items (e.g. cosmetics, cleaning fluids) for each boy
Activity
Cut out ingredient panels from common foods and common household items. Paste these onto pieces
of paper or index cards. Remove or cover the product name or description so the boys cannot easily
identify the product. On the back of the card, assign the product a number. Keep a master list of the
product numbers and their identities. Reveal the identities of the products to the boys later on in the
activity.
Hand out one card to each boy. Participants should keep the cards hidden. Ask for a volunteer to read
his card. Boys will have trouble with pronunciation of chemicals; this is desirable. Ask the boys to
guess the “identity” of the product. You may want to provide a hint, such as “this is something you eat
in a bowl.” If the product is not known, reveal the identity of the product from the master list when the
boys are close to running out of ideas.
Allow time for each boy to read his card and the group to guess the identity of the product. When all
boys have participated, the facilitator will explain to the group that everyday items may seem simple,
but are made up of many parts. There are many complexities in everyday life that seem hidden to us,
so it isn’t fair to make assumptions based on appearances alone. Encourage the boys to look at the
website listed below to “solve” some of the mysteries of everyday things.
Facilitation Notes
There are mysteries hiding in plain sight. If the group has access to the internet, see
http://science.howstuffworks.com/ to solve mysteries of everyday things. Here are some
examples.
• How are marshmallows made?
• What’s in chewing gum?
• How are coffees and teas decaffeinated?
• How do lithium batteries work?
• Why doesn’t gasoline burn cleanly?
74
Session #6
Objectives
•
•
•
•
Appreciate the
unpredictable nature of life
as it relates to personal
experiences, both positive
and negative
Anticipate obstacles and
explain how they might
interfere with personal life
goals
Relate the unpredictable
nature of life to personal
and negative
Listen attentively and
respond to peers with
understanding and
sensitivity
Time
5 min
Gathering Question:
What would you take with you on a hike or
journey? (Item could be real or imagined.)
5 min
A Boy’s Hike of Life: Introduction
• Markers
• A Boy’s Hike of Life: Storyline Example
• A Boy’s Hike of Life: Visual Example
10 min
A Boy’s Hike of Life: Creation
• Markers
• Paper
10 min
A Boy’s Hike of Life: Sharing
5 min
Wrap-Up Question:
What would you like to take with you on your hike
of life?
Time
35 minutes
9 Prepare the Boy’s
Hike of Life
visual.
75
Session #6
•
•
•
•
Objectives
Time
Appreciate the
unpredictable nature of life
as it relates to personal
and negative
Relate the unpredictable
nature of life to personal
and negative
Anticipate obstacles and
explain how they might
interfere with personal life
goals
Listen attentively and
respond to peers with
understanding and
sensitivity
10 min
Gathering Question:
What would you take with you on a hike or
journey? (Item could be real or imagined.)
15 min
A Boy’s Hike of Life Movie Clip
• A Boy’s Hike of Life: Movie Clip
• TV/VCR/DVD player
• Video/DVD
10 min
• Markers
15 min
A Boy’s Hike of Life: Creation
• Markers
• Paper
15 min
A Boy’s Hike of Life: Sharing
5 min
Wrap-Up Question:
What would you like to take with you on your hike
of life?
Time
70 minutes
9 Prepare the Boy’s
Hike of Life visual.
76
Session #6
A Boy’s Hike of Life: Movie Clip
Summary
This activity will help prepare the boys to discuss the idea of a hike, trip or journey and how this
might relate to a life hike, trip or journey.
Preparation
Cue movie clip
Time
Activity
Materials
• Video/DVD portraying a journey, cued to
an appropriate scene (see movie clip
suggestions)
• VCR/DVD player
Ty
1. Tell boys that the group will be watching a short movie clip. Let them know that they may be
familiar with this particular movie.
2. Ask boys to think about what is happening in the movie and to pay attention to what the characters
are doing.
3. Play the movie clip.
4. Gather back together in a circle for debriefing.
Debriefing:
•
What was happening in the movie clip you just saw? Characters were getting ready to go on a trip.
•
How did the characters prepare for their trip? They were packing things up to go.
•
What, if anything, do you think they forgot?
•
What do you think they might encounter along the way? Which of those events/things do you think the
characters knew they would run into? Which of those events/things do you think the characters didn’t
consider could happen?
77
Session #6
A Boy’s Hike of Life: Movie Clip
Activity (cont’d)
Debriefing:
•
The goal of the trip/journey in the movie is to get to the destination. A number of tasks must be
completed along the way before reaching the end. What are some of your destinations in life? The boys
will probably raise many destinations or goals that they have in life.
•
What are the tasks that you have to complete to reach your destination? Boys could answer this question
individually or you could choose one or two goals or destinations that the boys raise and ask the group to
contribute ideas to answer this question. For example, if a boy says that he wants to try out for a
professional soccer league when he is older, what would he have to do to get ready to reach this
destination? He might have to join a soccer league, attend soccer camps, get coaching to improve his
skills, and keep working on his skills. He might also need to learn to get along with others and to work
together in a team.
•
Are there obstacles /events that could make it difficult for you to reach your destination? From the
example above, a boy might have an accident and break his leg or he might find that his skills were not
strong enough for a professional league and these things would be obstacles to his goal.
78
Session #6
A Boy’s Hike of Life: Movie Clip Suggestions
1. Spy Kids: Two children go off in a search for their parents.
2. Ice Age: Various animal characters find a small human baby and go off in search of the
baby’s parents.
3. Jungle Book: Mowgli tries to survive alone and must find his way.
4. Lion King: Simba finds his way to become his people’s leader.
5. Lord of the Rings: Fellowship of the Ring (I): Galadriel gives gifts to each member of the
fellowship before they embark on their journey.
6. Harry Potter and the Philosopher’s Stone: Hagrid, the gamekeeper, goes shopping with
Harry to buy the resources that he requires for school.
Facilitation Notes
•
Movie clips suggested here show characters who go on a trip or journey. These movies
range from animations to realistic, including some more complicated stories. You will need
to judge the group’s abilities and interest to determine which movie clip would work best
for this session. There may be other movies that you are aware of that would work for this
session.
79
Session #6
Summary
This activity relates a boy’s progress through life to going on hike or journey. Using a boy’s life
story, a timeline is drawn to show the ups and downs in the boy’s life which gives a visual
representation of the boy’s progress through life.
Preparation
• On flip chart paper, reproduce the Boy’s Hike of Life: Visual Example provided (this
corresponds to the provided Storyline Example) or create your own to match your own
storyline.
Time
Activity
Materials
• Markers
Ty
1. Tell boys that life is often like a journey, trip or hike. In life, there are happy things that happen and
sometimes there are difficulties that happen along the way. There are ups and downs; good times and
times that are not so good; positive and negative things that happen.
2. Tell boys that they will hear a story about a boy and see a drawing to outline that boy’s hike of life as
the story is told. Let boys know that the story is based on real things that have happened in other
boys’ lives.
3. Hang up your prepared flip chart visual of the Boy’s Hike of Life.
4. Read the provided Boy’s Hike of Life: Storyline Example or your own storyline.
5. Go back and circle the peaks and valleys on the Boy’s Hike of Life visual explaining that these
represent positive and negative times throughout his life. If time allows, proceed to debriefing.
80
Session #6
Activity (cont’d)
Debriefing:
•
How do you think the boy in the story felt about changes in his life? He might have wanted things to
stay the same. He might have wanted his parents to stay together.
•
What helped this boy get through some of the valleys? He joined a club and met a friend. He asked
someone about his new school so he could learn more about it and know what to expect.
•
Can you remember some big changes in your life?
•
In what ways can a change in your life be both negative and positive? When moving to high school,
you might look forward to making new friends and becoming more independent. At the same time, you
might not like having to start over at a new school where you might have to leave old friends behind
and make new friends.
81
Session #6
A Boy’s Hike of Life: Storyline Example
When this boy was born, he had a little bit of trouble breathing on his own, so he had to spend a
few days in the hospital. He got better quickly, though. His toddler years were quite good, and
when he was three, he was excited to welcome a baby sister into his family.
At age four, the boy began school. This was difficult for him as he didn’t want to spend his days
away from his mom and little sister. He was very shy and was afraid of the new school. Soon,
though, he made some friends and he started to look forward to going to school.
Things carried on pretty well for this boy until he got to grade two. He was about seven years
old when his mother and father told him they were not going to be living together anymore.
Naturally, he was confused and upset about his parents breaking up. He also broke his arm that
winter. He was pretty sad for a long time, but eventually his arm healed and he started to
understand that his parents’ breaking up wasn’t his fault. Things started to get better.
So, life carried on, and when he was in grade five, the boy started to become very interested in
outer space. He loved to watch sci-fi movies, and he dreamed about traveling to far-away
planets. He even did his science fair project on space travel, and it was one of his proudest
moments when he won first place at the school’s science fair.
Well, time went on and soon it was time for him to start grade seven at a new school. He was
extremely nervous. To make matters worse, none of his friends would be attending the same
school that he would be going to since he and his mom and sister moved across town over the
summer. He dreaded his first day of school all summer, and it really put a damper on the
summer vacation for him. Finally the fall came. He went to school and made it through the first
day, then the first week, and soon September was over. Unfortunately, he still wasn’t very
happy. He still hadn’t made any real friends, at least not like the ones he had in grade six, and he
was really lonely.
Over the next few months, things were up and down. He started to get to know a few people at
the new school. Then he heard about a space club at the school. He still loved space and
everything about it, so he was excited to join. In the club he met a new friend and they started to
hang out together outside of school. He still missed seeing his old friends from grade six every
day, but now he had a few new friends, too.
Now, in grade eight, the boy is finally feeling comfortable at his school. He has already started
to think about going to high school, though. This time he has tried to learn more about his new
school before he starts. One of his friends has an older brother who already goes to the same
high school, so he has asked him some questions and knows a little bit more of what to expect.
He is still really nervous, but he is also excited.
82
Session #6
A Boy’s Hike of Life: Visual Example
Grade 5
1 Place in Science
st
Fair
Lots of Friends
Present
3 years old
Sister Born
Making New
Friends
Birth
4 years old
Junior Kindergarten
Broken Arm
Grade 2
Parents Divorce
83
Session #6
A Boy’s Hike of Life: Creation and Sharing
Summary
This activity allows the boys to think about and create a visual representation of their own hike
of life.
Preparation
None
Time
Activity
Materials
• Chart paper for each boy
• Markers
created in the introduction activity of this
session
Ty
1. Tell boys that they will now each create their own Boy’s Hike of Life. They can do their whole
storyline from birth to the present like the visual example or they could just do some of the main peaks
and valleys.
2. Give each boy a piece of paper and a marker.
3. Tell boys to find a quiet spot to work on their hike individually.
4. Tell boys how much time they will have to complete the activity.
5. Gather back into a circle.
6. Ask boys if they are willing to share their Boy’s Hike of Life.
Debriefing:
None required
84
Session #6
Facilitation Notes
•
Be aware of time for this activity: 20 minutes (for 35 minute session), and 30 minutes (for 70
minute session).
•
Sharing their Boy’s Hike of Life visual might be easy for some boys and might be difficult
for others. Some boys might be willing to share their whole visual while others might be
willing to share a peak or valley. Encourage boys to share something from their visuals, if
they are comfortable doing so.
•
If a boy would like to share something from his visual but has difficulty doing so, it can help
to ask him a question or make a comment such as, what did you do when this peak happened?
•
If a boy shares a valley or something that was difficult, you might ask, “Were there things
that helped you get through this difficult time in your life?” This will give him the
opportunity to think about and share some of the things that helped him through a difficult
time. You might also refer to some of the resources provided for the next session on dealing
with stress if appropriate.
•
While the group may ask for clarification of events that are shared, no judgment should be
expressed, as the point of this activity is to become comfortable sharing with the group and to
build trust.
•
It is better not to rush the sharing of visuals. If necessary, and if the group remains focused,
you could overlap sharing into the next session.
•
At the end of the activity, ask boys to place their Boy’s Hike of Life visual in their folders.
85
Recipe for Success – Setting Short-Term and
Long-Term Goals
Objectives
Set short-term and long-term goals; Develop awareness of life events that jeopardize goals
Materials
•
Lined index card for each boy
Activity
The facilitator will explain to the participants that people set short-term goals and long-term goals as
life goes on. Short-term goals are fairly easy to achieve and don’t require much planning. Long-term
goals, however, require much more time and planning. Sometimes, unexpected events get in the way
of our goals.
Brainstorm with the boys a number of short-term goals. Examples might include doing well on a
project, test, game, or tournament, or getting better at a favourite video game. Write a few examples
on the chalkboard. Pick one goal and discuss the steps to be taken to achieve the goal. For example, to
do well at a tournament, extra practice time focusing on a particular skill may be necessary. How do
we know we were successful? Discuss with the boys some of the indicators of success appropriate to
the goal you are discussing. For example, a boy who wants to learn to play his favourite song on his
guitar, may consider himself successful when he feels confident enough to play it for his friends.
Ask boys to share some recent successes with the group. How did they feel when they reached their
goals? If not stated by the boys, point out that reaching goals help us feel good about ourselves.
Hand out a lined index card to each boy. Explain that they will write the “recipe” for a long-term goal.
A long-term goal takes much more planning and time to achieve. Start with the goal itself. What
would you like to achieve in the future? Have boys write down a long-term goal at the top of the card.
Next, instruct boys that they will list the ingredients for the goal. What do they need to do, buy,
experience, think, change, or improve to reach this goal? Try to be as specific as possible. For
example, if a boy wants to learn how to play guitar, he will have to purchase a guitar and music, learn
time management skills to make time for practice, find a good teacher, find others doing this activity,
etc.
86
Activity (cont’d)
Finally, boys should plan for life events that may put goals in jeopardy. As we know, life is up and
down. Boys may find themselves injured, or having to take on additional responsibilities in the family.
They may have financial difficulties, or their goals may change. Ask boys to include a few life events
that may get in the way of their goals.
Below is a list of possible life events that can affect long-term goals:
• illness
• changes in finances
• a move to a new city
• changes in laws
• changes in an institution’s policies
• supply and demand (e.g. more high school students applying to university may mean a
student has to achieve better results than expected to be admitted the chosen program)
• risk behaviour: drinking and driving, addiction to harmful substances, dangerous sports
• death
• loss of job
• divorce
• birth of a child
• changes in friends
• job offer
• marriage
• changes in the economy
• natural disasters
• inheriting money
• changes in technology
• change in interests
When the boys have exhausted their ideas, ask the boys to share their long-term goals with the group.
Have a discussion about how difficult it was to plan for a long-term goal. We can usually achieve
short-term goals without too much planning; however, long-term goals are much more difficult. How
do we stay motivated to reach a long-term goal when it seems so far away?
87
Just Do It!
Activity
The Boy’s Hike of Life can be a very powerful metaphor when tied to a concrete experience.
If time permits, the group may decide to pursue a physical experience, such as a half day canoe trip, a
short hike, or any activity that gets the group moving, to think about the challenges of life.
Facilitators should follow the organization’s policies regarding extracurricular activities. Permission
should be obtained from parents/guardians before embarking on any adventure.
Any activity in which boys have fun, help each other, and accomplish a task will help them relate to
the visual example used in session 6.
Here are some suggestions for activities you may like to try. Allowing the boys to suggest activities
will give them a feeling of ownership and empowerment, so don’t be afraid to ask for suggestions
from the boys:
•
•
•
•
•
•
•
a half day canoe trip
a hike in a local natural area
rock wall climbing
skiing or snowboarding
any team game you know
a group relay (e.g. on the track or field or in the swimming pool)
make pottery at a make-your-own pottery outlet
88
Session #7
Objectives
•
•
Identify local support
groups and community
organizations that provide
support related to health
and well being
Recognize personal
sources of stress and select
concrete and abstract tools
to address their feelings
Time
10 min
Gathering Question:
What is a source of stress in your life?
10 min
Visual Imagery Energizer
• See Appendix C
10 min
Web of Support
• Ball of yarn or string
• Soft, light ball
10 min
Progressive Muscle Relaxation Exercise
• Progressive Muscle Relaxation Script
• Classical or instrumental music
• CD player
10 min
Mini-Relaxers
20 min
De-Stressor Toolbox
• Apples
• Toolbox and kitchen/workshop utensils
• Boy cut-out
• Markers
5 min
Wrap-Up Question:
How do you relax?
Time
35 minutes
9 Confirm date, time
and location with
Guest Speaker (for
session #8).
Session Options:
Choose two 10 minute
exercises or one 20
minute exercise.
Facilitation Notes
During the gathering question activity, make sure to point out
that positive events in life, such as going on vacation or playing
an important game, can cause stress as well. Positive stress can
actually help motivate us to do our best.
89
Session #7
Objectives
•
•
•
•
Describe the causes and
symptoms of stress and
positive ways versus
negative ways to cope
Identify local support
groups and community
organizations that provide
support related to health
and well being
Recognize personal
sources of stress and select
concrete and abstract tools
to address their feelings
Understand the impact of
stress on health and well
being
Time
Time
10 min
Gathering Question:
What is a source of stress in your life?
5 min
Visual Imagery Energizer
• See Appendix C
15 min
Stress Discussion
• Flip chart paper and markers
• What Does Stress Look Like? chart
• Ways to Deal With Stress chart
5 min
Energizer
• See Appendix C
10 min
Stress Activity
• Selection of heavy objects (e.g. books, canned goods)
• Heavily loaded knapsack
10 min
Web of Support
10 min
• Progressive Muscle Relaxation Script
• Classical or instrumental music and CD player
10 min
Mini-Relaxers
20 min
De-Stressor Toolbox
• Apples
• Toolbox and kitchen/workshop utensils
• Boy cut-out
• Markers
5 min
Wrap-Up Question:
How do you relax?
70 minutes
9 Confirm date, time
and location with
Guest Speaker (for
session #8).
Session Options:
Choose two 10 minute
exercises or one 20
minute exercise.
90
Session #7
Web of Support
Summary
This activity will give participants an opportunity to identify resources which might help them
cope with and reduce stress.
Preparation
None
Time
10 minutes
Materials
Facilitation Notes
•
Check with your local government for a list of community resources that can support youth.
Graffiti Wall Statements
Example: City of Kitchener has the “Little Black Book”, which lists community contact
information.
Facilitator Resource
•
If no list of community resources is available, you could create a list of your own. See
Appendix
Boys
are…B for an example from Region of Waterloo.
•
Closely supervise the boys to keep them on task during the activity.
•
If boys have trouble identifying sources of help, present a scenario and see if they can
brainstorm some ideas:
o You are being bullied at school.
o Your friend has a drug problem.
o You are having trouble with your “jump-shot” in basketball and need someone
to help you with it.
o Your parents just had a big argument last night and you need someone to talk to
about it.
o You have two months off in the summer and think it is going to be a boring
time. Where could you look for things to do?
o Your teacher tells you that you need more help in math if you want to pass this
year.
o You have a bad cold and cough. You are new to the area and do not have a
family doctor.
91
Session #7
Web of Support
Activity
E
1. The boys stand in a circle, close together. Hand the ball of yarn to one of the boys.
2. Ask the boys, “Where can you go for help when you are in trouble, worried, anxious, upset or
stressed-out?
3. The person with the yarn names one source of help. He holds onto the end of the yarn and tosses the
ball of yarn to another boy in the circle, not directly beside him.
4. The recipient of the ball of yarn names another source of support. He holds onto a section of the yarn
(not the end – the first person is still holding that) and tosses the ball to someone else, not directly
beside him.
5. The group repeats this pattern, “spinning” a web by tossing the ball of yarn around the circle, naming
one source of support each time the ball is tossed. Eventually, the boys will run out of ideas.
6. Take the soft,light ball and explain that it represents youth and that the web of yarn that has been
created represents all the people who support them. Toss the soft ball onto the web and ask the boys
to move it around the web. If the ball falls through a gap, repeat step 4 to create a tighter web. If the
ball is supported, end the activity and move on to the debriefing questions.
92
Session #7
Web of Support
Activity (cont’d)
Debriefing:
It takes a lot of support to get through life. The more people you have around you, the easier it is to handle
the stresses you encounter in life.
•
Who do you like to go to for support? Parent, sibling, teacher, friend, coach, big brother, priest, rabbi,
uncle or aunt, grandparent, cousin, etc.
•
How could you find sources of support? To find out more information about things that can help them,
young people could check the internet, local library, recreation centre, counseling centre, school
guidance counselor, principal, teacher, parents, church, telephone book, Kids help Line, etc.
•
How are some sources of support better for certain situations than others? If the situation involves a
school problem, there might already be supports in the school to help. If the problem is a medical one,
it might be best to start with the family doctor or go to a walk-in clinic.
Reprinted with permission from Jolene Roehlkepartain, Building Assets Together: 135 Group Activities for Helping
Youth Succeed. Copyright ©1997 Search Institute, 615 First Avenue NE, Minneapolis, MN 55113; 900-888-7828;
www.search-institute.org. All Rights Reserved. The following are registered trademarks of Search Institute: Search
Institute® and Developmental Assets®.
93
Session #7
Summary
This activity gives the boys the opportunity to experience a muscle relaxation exercise which
they can use in other situations to help relieve stress.
Preparation
None
Time
Activity
Materials
• Progressive Muscle Relaxation script
• Optional: Classical or instrumental music
CD and CD player
E
1. Let the boys know that everybody (students, teachers, parents, etc.) experiences stress to some
degree. Stress isn’t always bad; it can help motivate us to study for a test, or it can help warn us when
we are taking on too much. Learning to cope with stress is an important skill in life. We are going to
learn a technique called Progressive Muscle Relaxation that can help us deal with our stress.
2. Read the script below to the group in a calm, steady voice. Do not read the italicized parts – these are
cues for the facilitator. You may want to play some music in the background. Explain that the boys
are going to tense up the muscles in different parts of their bodies, one at a time. Each time they
squeeze a muscle, they should breathe normally. Just before they are going to relax the muscle, the
boys will take a deep breath in. As they relax the muscle, they will exhale powerfully and visualize
the tension leaving their bodies.
Debriefing:
•
Do you feel differently now? Encourage boys to use this technique anytime they feel stressed. They
can even do a mini-relaxer before a big test or game. See the next activity in this session.
•
What situations could cause stress for an adult? Losing a job; getting sick; fight with friends or
wife/husband; taking care of others (e.g. children, elderly parents).
94
Session #7
Progressive Muscle Relaxation Script
Make sure you are sitting comfortably.
To begin, take three deep breaths, pushing out your stomach muscles, exhaling slowly
each time. As you exhale, imagine tension throughout your body flowing away.
Relax your facial muscles, your neck muscles, your cheeks, your jaw and your forehead.
Feel your shoulders drop.
Clench your fists. Hold (pause), hold (pause), hold (pause), squeeze, squeeze tighter,
(pause) breathe in and keep holding (pause), now release the tension in your hands and
exhale. Imagine your muscles becoming soft and mushy like jelly. Use this same sequence
(it should take about 10 seconds to complete) for all other muscle groups.
Tighten your biceps by drawing your forearms up toward your shoulders and "making a
muscle" with both arms. Hold (repeat the sequence described above)... and exhale as you
push stress out of your body while relaxing your arm muscles.
Tighten your triceps (the back of your upper arms) by extending your arms out straight
and locking your elbows. Hold (repeat the sequence described above)... and exhale as you
push stress out of your body and relax your muscles.
Tense the muscles in your forehead by raising your eyebrows as far as you can. Hold ...
and then relax. Imagine your forehead muscles becoming smooth and limp as they relax.
Tense the muscles around your eyes by clenching your eyelids tightly shut. Hold (repeat
the sequence described above)... and exhale as you relax the muscles around your eyes,
pushing stress out of your body.
Tighten your shoulders by raising them up as if you were going to touch your ears. Hold
(repeat the sequence described above)... and exhale as you relax your shoulders and push
stress out of your body.
Tighten the muscles around your shoulder blades by pushing your shoulder blades back as
if you were going to touch them together. Hold your shoulder blades in this position
(repeat the sequence described above)... and exhale as you relax your shoulder blade
muscles, pushing stress out of your body.
cont’d
95
Session #7
Progressive Muscle Relaxation Script
Squeeze the muscles in your thighs all the way down to your knees. Hold ... and then
relax. Feel your thigh muscles smoothing out and relaxing completely.
Tighten your feet by curling your toes downward. Hold (repeat the sequence described
above)... and exhale as you relax your feet and push stress out of your body.
Do a full body squeeze holding tension in your whole body for ten seconds. Ready? Go!
Squeeze your arms, your legs, your face - just like you bit into a sour lemon! Keep going,
squeeze your hands, your feet, your back, your stomach. Breathe deeply, keep
squeezing…..and relax all your muscles! Exhale deeply, imagine a wave of relaxation
slowly spreading throughout your body, starting at your head and gradually penetrating
every muscle all the way down to your toes. Feel your body getting warmer as you melt
into the chair. Relax all of your muscles. Breathe slowly…
Wait a few moments, then whisper: Open your eyes slowly. (Let the boys come to lifesome might have fallen asleep; wake them gently by gradually speaking louder.)
Now take a few deep breaths in and out. Move your fingers, toes, arms and legs to get
reenergized. Feel the energy coming back into your body. Your muscles are relaxed, and
you feel less stressed.
96
Session #7
Mini-Relaxers
Summary
These relaxation exercises can be used to deal with stress when time is limited.
Preparation
None
Time
Activity
Materials
• Boy cut-out
• Markers
E
1. Let boys know that sometimes we might need to relax when we only have a little bit of time to do so.
Brainstorm some situations when we might only have a small amount of time to relax. Just before
writing a test, just before giving a speech, just before walking on stage in front of an audience, just
before a big soccer game, etc.
2. Ask boys for some ways to relax when time is limited. Write ideas on the boy cut-out.
3. Encourage them to try these other mini-relaxers:
• Stretch. Take five deep breaths. Wiggle or shake your arms and legs. Now clench your muscles
tight. Let go and take some deep breaths.
• Take a deep breath through your nose. Hold the breath and think to yourself, “Hold in the stress.”
Let the breath out through your mouth and think to yourself, “Relax.” Do this several times to
release the tension.
• Close your eyes. Take a big breath in through your nose. Let the breath out through your mouth.
With your eyes closed, breathe at a normal rate; think of a scene that is relaxing to you – you
might think of yourself on a quiet beach, watching a sunset or lying in a hammock in the shade on
a hot day. Hold that image in your mind. Feel the sense of calm. Open your eyes and feel
refreshed.
Debriefing:
•
How did you feel after doing each of these mini-relaxers?
•
Can you think of any other actions that can help release tension and stress? Listen to music, watch a
good movie, pray, read a book, hang out with friends, walk the dog, play sports, etc.
97
Session #7
De-Stressor Toolbox
Summary
This activity requires boys to peel an apple with a provided utensil. The debriefing discussion
helps boys identify all of the strategies they have at their disposal to cope with stress.
Preparation
None
Time
20 minutes
Activity
Materials
• An apple for each boy in the group
• Toolbox
• 1 kitchen/workshop utensil for each boy
(only include one apple peeler; other
utensils could include wooden spoon, ruler,
fork, paint scraper, etc. Do not include
sharp utensils)
• Boy cut-out
• Markers
E
1. Show boys the toolbox and tell them that in this activity we will be talking about tools.
2. Give each boy an apple, some paper towels and one utensil.
3. Ask each boy to find a spot in the room where he can work individually. Boys are not to help each
other or talk to each other during this activity.
4. Once each boy is settled, explain that the apple must be peeled with the provided tool in 5 minutes.
5. Keep track of the time. After five minutes has passed, ask the boys to stop working and gather up their
tool, towels and apple. Sit everyone in a circle in the centre of the room.
6. Ask boys to look around at the apples and to comment on how they look.
7. Ask boys how it felt to peel their apple with the utensil they were given.
• Which utensils worked well and which ones did not?
• Why does it help to have the right tool for the job? Saves time, works better, etc.
98
Session #7
De-Stressor Toolbox
Activity (cont’d)
Debriefing:
Tell the boys that the apple-peeling exercise demonstrated the idea of using the right tool for the task at
hand. Choosing the wrong tool can result in frustration and stress. Next, ask the group to imagine a tool
box. Tell the boys that, since we have been talking about stress, we will call this toolbox the “De-Stressor
Toolbox”. In the toolbox, we will keep all the resources, both tangible and intangible, that can help us deal
with our stress.
•
On the boy cut-out, draw a toolbox and label it, “De-Stressor Toolbox.”
•
What “tools” or things might we need to have in this toolbox? Music, deep breathing, talking to a
trusted person, sports, a book, etc.
Write these things down in the toolbox on the boy cut-out.
Facilitation Notes
•
Some boys who are at the concrete stage of learning may have trouble with the abstract
concept of using a toolbox to deal with stress. Let the boys know that the toolbox could
include tangible objects, like music CD’s or a stress ball, as well as intangibles, like
exercise, deep-breathing, yoga or muscle relaxation.
99
Session #7
Stress Discussion
Summary
This activity allows the group to discuss and explore what stress is; what causes it and how it
affects us. Record the boys’ ideas in two charts drawn on flip chart paper.
Preparation
• On a piece of chart paper, reproduce the facilitator resource, What Does Stress Look Like?
(headings only)
• On a second piece of chart paper, reproduce the facilitator resource, Ways to Deal with
Stress (headings only)
Time
Activity
Materials
• Markers
• What Does Stress Look Like? chart
• Ways to Deal With Stress chart
E
1. Ask the boys, “What is stress?” Write the group’s ideas on a blank piece of flip chart paper. Stress is
that “butterflies in the stomach feeling” you get when you feel worried or excited about a situation in
your life.
2. What are some causes of stress? Record ideas on flip chart paper, under the heading, “Causes of
Stress.” See facilitator resource, What Does Stress Look Like?, for ideas. Mention that there are
many different things that cause stress. Something that might make one person stressed might not
bother another person at all.
3. Look at the causes of stress you have recorded. Most likely, there will be many sad or frightening
experiences on the list. Ask the boys if there are happy and exciting events that cause stress? (e.g.
weddings, going away on a holiday, going to camp, winning a competition, etc.).
4. What are some physical symptoms of stress? Record ideas on flip chart paper under the heading,
“Physical.” See facilitator resource, What Does Stress Look Like?, for ideas.
5. What are some emotional symptoms of stress? Record ideas on flip chart paper under the heading,
“Emotional.” See facilitator resource, What Does Stress Look Like?, for ideas.
100
Session #7
Stress Discussion
Activity (cont’d)
6. What are some mental symptoms of stress? Record ideas on flip chart paper under the heading,
“Mental.” See facilitator resource, What Does Stress Look Like?, for ideas.
7. When is stress bad? Stress can be bad when it makes us feel so upset that we feel sick or can’t do
things that we normally do.
8. When can stress be good? Stress can motivate us to our best; It may come as a result of reaching a
goal or facing an exciting challenge.(e.g. winning the semi-finals and making it to the finals).
9. How do you, or people you know, cope with stress? What would be some good, or positive, ways to
deal with stress? What are some bad, or negative, ways to deal with stress? Brainstorm ideas on
paper under the headings “Good, or positive, ways to deal with stress” and “Bad, or negative, ways to
deal with stress.” See facilitator resource, Ways to Deal With Stress, for ideas.
Debriefing:
None required
101
Session #7
What Does Stress Look Like?
Causes of Stress
Reaction to Stress
Emotional:
Physical:
•
•
•
•
•
•
•
•
•
•
•
•
•
Moving
Your parents getting divorced
Family problems
Changing schools
Failing in school
Getting sick
Sickness in a family member
Fighting with friends or family
Giving a speech in front of the
class
Making new friends
Writing an essay for homework
Tests
Trying out for a team
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Heart pounding
Headaches
Sweaty palms
Indigestion
Skin breaks out
Shortness of breath
Holding breath
Cold hands
Sleeplessness
Sleep too much
Fatigue
Nausea
Diarrhea
Tight stomach
Tight muscles
Pain
Nervous habits like
nail biting or toe
tapping
•
•
•
•
•
•
•
Moodiness
Irritability
Depression, anxiety
Lack of sense of
humour
Hostility
Nervousness
Feel like you are
going to cry all the
time
Mental:
•
•
•
•
•
•
•
•
Forgetfulness
Trouble
concentrating
Poor judgment
Disorganization
Fuzzy perception
Confusion
Lack of interest
Negative self-talk
102
Session #7
Ways to Deal With Stress
Good, or Positive,
Ways to Deal with Stress
•
•
•
•
•
•
•
•
•
•
•
•
Exercise
Take a break
Take some deep breaths
Listen to music
Play a musical instrument e.g. guitar
Talk to someone
Take a bath
Dance
Read a book or comic
Do crafts or hobbies
Play with your dog
Take a nap
Bad, or Negative,
Ways to Deal with Stress
•
•
•
•
•
•
•
•
•
Smoke
Drink
Take drugs
Keep it inside
Fight
Eat too much or too little
Yell at others
Throw things
Hurt yourself or others
103
Session #7
Stress Activity
Summary
This activity is a demonstration of how stress can build up and overwhelm us if it is not handled
constructively.
Preparation
None
Time
Activity
Materials
• Selection of weights (e.g. books)
• Knapsack loaded with books
E
1. Choose a volunteer. Place a knapsack full of books on his back. Tell him to extend his arms out in
front, as if he is ready to carry something.
2. Say, “He overhears his parents arguing.” Place a weight in his arms.
3. Say, “His mom tells him that his dad is moving out.” Place another weight in his arms.
4. Say, “Two days later, he hurt himself playing his favourite sport; stitches were required.” Place
another weight in his arms.
5. Say, “A week later, he fails to make the cut for his competitive soccer team.” Place a weight in his
arms.
6. Say “In the next two months, his grandmother dies.” Place one more weight in his arms.
Debriefing:
•
What did the knapsack and additional weights represent in this activity? The weights represented a
stressful life event or situation the boy had to deal with in life. Each time a weight was added, the boy
felt more stressed.
•
What were the stresses in the boy’s life? Parents arguing, dad leaving, injury, failing to make the
team, death of grandmother.
•
What does the saying “the straw that breaks the camel’s back” mean? The one event or situation that
pushes you past the point where you can cope with the stress in your life.
104
Session #7
Stress Activity
Activity (cont’d)
•
What brings you stress in your life now? What feelings are related to this stress? Encourage boys to
reveal their stressors and associated feelings.
•
How do you handle stress? Exercise, walk the dog, ride a bike, swim, talk to friends, play an
instrument, read, taking a bath or shower, read a funny book or comic, etc.
•
What burdens can you let go of? Getting a stain on your favourite shirt, forgetting your lunch money
•
What burdens do you need help carrying? If the boys are reluctant to respond, ask them to think of the
activity they just witnessed. What might this boy need help carrying? This boy might need help with
adjusting to parents’ break-up or the death of his grandmother; he might benefit from talking to his
parents, or a trusted adult, guidance counselor, friend, relative, counselor, attending a group for kids
who are all dealing with divorce. He might need to seek help from his medical doctor for his leg.
•
What helps you relieve stress? What works for some people might not work for others. For example,
one boy might find that playing the guitar might help relieve stress. Another boy might find playing the
guitar stressful especially if he is just learning.
105
Don’t Step on the Alligator – Positive Stress is
Good For Us
Objectives
Appreciate the importance of positive stress in everyday life
Materials
•
Pictures of animals and everyday objects or large sheets of paper with words written on
them; a large open space; upbeat music, CD player
Activity
Divide boys into two groups. Set up two identical obstacle courses in the room using pictures of
animals or everyday objects, some that are dangerous, and some that are not. Lay the photos on the
floor in two formations, one for each group. The number of photos will depend on the size of the room
being used. The more papers the more challenging the obstacle course. If photos are not available,
write words on large pieces of paper (e.g. alligator, paper towel, knife, fight with your sister or
brother). The boys will have to avoid the “dangers” as they work their way through the course. For
example, if a boy sees an “alligator”, he should avoid it. If he sees a “pillow”, he can step on it.
Similarly, “pressure to smoke cigarettes”, and “railroad crossings” should be avoided, but boys can
gravitate to “marshmallows” or “play soccer”.
Play some upbeat music and ask boys to find their way through the obstacle course one at a time. One
boy from each group works his way through the course, tags the next person in line, and waits at the
back of the line, and so on until all have gone through the course. This will give the boys an
opportunity to learn the process of the game. Once all the boys have completed the course, stop the
music and rearrange the papers on the floor. Explain to the boys that they will be challenged to get all
of their teammates through the course in progressively shorter amounts of time (e.g. 3 minutes, 2
minutes, 1 minute) The facilitator will start the music to signal the first boy in line to run through the
course and tag his teammate. Stop the music after the designated amount of time has passed. There is
no score-keeping in this game; the time limit should make the boys go faster and faster, and feel more
stress as the game goes on. As time gets shorter, fewer and fewer team members will be able to
complete the course.
106
Activity (cont’d)
Debriefing:
How did you feel as the game went on? I felt pressure to go faster and faster; I didn’t want to let my
teammates down; I got mixed up and stepped on the wrong things; It was much easier when I had
enough time to get through the course; I wanted to beat the other team. Make the point that stress can
be positive and motivates us to do our best and enjoy what we are doing. This activity, although
stressful, was fun. Positive stress can motivate us and keep us working towards our goals.
107
Stress and Feelings that Follow
Summary
Depending on our abilities, we may feel negative stress or positive stress. For someone who
doesn’t like to speak in public, a class presentation may cause negative stress; while a person
who loves public speaking might feel positive stress. Ask boys to respond orally to some
common situations listed below. What feelings would you have? Fear, butterflies, anger
Activity
Stressful Situations
Feelings That Follow
Move to a new neighbourhood
Feeling anxious or homesick
Trying to make new friends at a new school
Feeling shy
Difficult homework assignment
Feeling frustrated
Math test
Driver’s license test
Making a speech
Tournament or important game
Birthday party
School dance
108
Session #8
Objectives
•
•
Use in-school and out-ofschool experiences,
activities and interests to
learn more about their
potential
Recognize a variety of
positive qualities, attitudes,
and strengths that help
build healthy relationships
Time
5 min
Gathering Question:
What is one thing you are good at?
10 min
Role Model Discussion Part 2
• Pictures of role models selected by boys
15 min
Guest Speaker
• Anything the guest speaker may require
5 min
Wrap-Up Question:
What qualities do you have that make you a good
role model?
Time
35 minutes
9 Prior to this session,
ask boys to bring a
photo or image of a
person they consider
to be a personal role
model.
109
Session #8
•
•
•
Objectives
Time
Describe the images of
maleness portrayed in
various ways through
the media
Use in-school and outof-school experiences,
activities and interests to
learn more about their
potential
Recognize a variety of
positive qualities,
attitudes, and strengths
that help build healthy
relationships
5 min
Gathering Question:
What is one thing you are good at?
25 min
Role Model Discussion Part 1 and 2
• Several popular boys’ or men’s magazines
5 min
Ball Toss
• Soft, light ball(s)
30 min
Guest Speaker
• Anything the guest speaker may require
5 min
Wrap-Up Question:
What qualities do you have that make you a good
role model?
Time
70 minutes
9 Prior to this session,
ask boys to bring a
photo or image of a
person they consider
to be a personal role
model.
110
Session #8
Summary
In Part 1 of this activity, boys explore the concept of role models and evaluate images of men in
magazines.
Preparation
Collect several popular magazines in which men are portrayed in one-dimensional ways (e.g.
macho, mysterious, risk-takers).
Time
Activity
Materials
• Several popular boys’/men’s magazines
y
1. Hand out one magazine to each pair of boys. Ask the boys to browse through the magazines, paying
attention to images of men and boys in ads and articles.
2. As a group, name the male personality traits and physical features that the advertisers portray as ideal.
3. Discuss why the media chooses to show a limited range of male qualities. Mention how the media
portrays stereotypes of men to quickly make a point. Advertisements with airbrushed images of
models suggest that the consumer will also be desirable, attractive or perfect if the product is
purchased.
Debriefing:
•
Are these realistic images of men? Men are often portrayed as macho, muscular, tough, good-looking,
and mysterious. Men are not usually shown as vulnerable, emotional or compassionate.
•
What kind of diversity did you see in the men shown in the ads?
•
Did you see any men or boys in the ads that looked like you, your friends or family? In what ways?
111
Summary
In this activity, boys reflect on the role models in their own lives.
Preparation
In advance of this session, ask boys to locate a photo or image of a person they consider a role
model.
Time
Activity
Materials
y
1. Ask the boys what the term role model means. A positive role model refers to someone whose life is an
example for others to learn from and follow.
2. Ask the boys to identify personality traits a positive role model would possess. The person is fun,
happy, active, honest, fair, trustworthy, etc. Write down qualities of positive role models on the boy
cut-out if you wish.
3. Give each boy in the group a chance to share the photo of his personal role model that he brought with
him today.
4. Once all the images have been shared, ask the boys to determine where these men can be found. Are
they from sports, T.V., or music groups? Where else might role models come from? They may be
people we know personally (e.g. a teacher or a relative like a father, grandfather, uncle). They may be
found in groups we participate in (e.g. a scout leader, a youth group leader at a church or community
centre).
5. Ask the boys if they think a boy’s role model has to be male. We may look up to and admire women
we know personally or women we have heard about (e.g. our mothers, grandmothers, aunts, teachers,
group leaders, etc.).
6. As a group, choose a place in the room to display the pictures of the boys’ personal role models.
Debriefing:
None required
112
Ball Toss – Guest Speaker
Summary
This activity is a fun way to introduce the boys to the guest speaker and vice versa. The boys
will remember this activity from the first session.
Preparation
None
Time
Activity
Materials
• Soft, light ball(s)
E
1. Everyone stands in a circle. One person has the ball in his or her hand.
2. The person with the ball says his or her name and passes the ball to the person beside him, who does
the same until the ball has traveled around the circle once.
3. The ball will go around the circle again, but this time, one person tosses the ball to someone NOT
beside them, saying the recipient’s name. The person receiving the ball then says something about
them self, such as a favourite food or hobby. That person then tosses the ball to someone NOT
beside him or her and says the name of the recipient. This continues until everyone has had a turn to
toss and receive the ball.
4. Try the ball toss again. This time, participants toss the ball around the circle without stopping and
without sharing personal information. The focus is on precision and speed. Maintain a pattern of who
receives the ball and who throws it (e.g. Mohammed always throws to Aaron, and Aaron always
throws to Jin). Call out a name, and toss the ball.
5. Add another ball, and continue in the manner outlined in #3. The speed of the tosses can be varied to
keep participants on their toes!
6. Challenge the boys to see how many balls they can juggle as a group. Encourage them to
communicate during this drill (i.e. everyone say names at the same time).
Debriefing:
None required
113
Guest Speaker
Summary
This activity will allow the boys to hear from someone who could be considered a role model in
some way for the boys. This activity also allows time for boys to ask questions of the guest
speaker.
Preparation
Confirm your guest speaker.
Time
Activity
Materials
• Anything the guest speaker has requested
T
1. Tell the boys that the guest speaker will now talk to them. There will be time to ask questions
afterward.
2. Briefly introduce the speaker to the boys.
Debriefing:
•
Invite the boys to ask their own questions of the speaker.
•
Suggested questions for the speaker:
o What are some of the positives or advantages of being involved in this role/occupation?
o Are there any disadvantages or do you think you are missing out on anything by doing this?
114
What Makes A Good Leader?
Objectives
Identify the qualities of a leader; Share successes and accomplishments with peers
Materials
•
A hat or box, several small strips of paper for each boy
Activity
Hand out several small strips of paper to each boy. On each strip of paper, boys will write one quality
of a good leader. Each boy should write on his own papers, anonymously, without the help of other
boys. Each paper will be tossed into the hat or box. When boys have run out of paper, reach into the
hat, pull out a strip of paper, and read the word to the group. Draw a mind map (web) on the
chalkboard, or flip chart paper, with the word leader in the centre. Record the traits on the mind map.
Lead a discussion of the qualities the boys have identified. Do we all have the same definition of a
leader? If not, how do we know what a leader is? Are there any qualities that don’t belong? Are there
any words that were unexpected?
Debriefing:
The boys may currently be leaders, or at some point in the future, will be leaders. They could be
leaders of a sports team, club or organization. They may also be leaders in their group of friends or
family.
•
How are the boys currently helping siblings, neighbours or relatives?
•
What can boys do to be leaders in their families, schools and communities?
Leader
115
Important!
Preparation for Guest Speaker
Session #8
Boys and Role Models
Preparation
Several weeks before the session, select a speaker who could be considered a male role model and
invite him to speak the B.O.Y.S. group. Tell the speaker about the program and that this particular
session is about role models for boys.
The man selected needs to be comfortable speaking to a group of boys about his role and his life. The
man could be doing positive things in his work, in his community or working in an interesting
occupation (e.g. Chef, Geologist, Writer, Paramedic, Nurse, Actor, etc.). The speaker may wish to
bring in objects related to his occupation to share with the group. The speaker may be someone who
has overcome some challenges in life and has found a way to succeed. The speaker could be involved
in a non-traditional activity (e.g. a stay-at-home dad).
You may already know someone who would make a great speaker for the group. If not, see Appendix L
for suggestions.
Before the session, give the speaker some guidelines for the talk:
• How did you choose this occupation/role?
• Did you have to overcome any challenges or obstacles?
• What kind of education or training is required for this role?
• Would you do anything different next time?
• If you are involved in the community or volunteer work, how did you get involved and
why have you chosen to do this?
• Did you have any role models when you were young?
• What advice would you give to boys in Grade 7/8 who are thinking about what they
want to do in the future?
Session #9
Objectives
•
•
•
•
Represent the attitudes of a
character through voice,
gestures and body
movements
Explain the connection
between a speaker’s verbal
and non-verbal cues and
the message presented
Identify the skills
necessary to build positive
relationships
Solve a problem through
drama and explain ways in
which each solution is
effective
Time
5 min
Gathering Question:
What makes a good friendship?
25 min
Friendship Role-Plays
• Role-Play Scenarios handout
5 min
Wrap-Up Question:
A friend is someone who...
Time
35 minutes
9 Cut Role-Play
Scenarios into strips.
116
Session #9
•
•
•
•
Objectives
Time
Solve a problem through
drama and explain ways in
which each solution is
effective
Represent the attitudes of a
character through voice,
gestures and body
movements
Explain the connection
between a speaker’s verbal
and non-verbal cues and
the point of view presented
Identify the skills
necessary to build positive
relationships
5 min
Gathering Question:
What makes a good friendship?
10 min
Passive/Aggressive/Assertive Discussion
• Markers
30 min
15 min
Where Do Friends Come From? Discussion
• Markers
5 min
Energizer
• See Appendix C
5 min
Wrap-Up Question:
A friend is someone who...
Time
70 minutes
9 Cut Role-Play
Scenarios into strips.
9 For the next session,
ask boys to bring in
an item that represents
their family or
cultural background
that they would feel
comfortable sharing.
Facilitators may bring
in an item to share as
well.
117
Session #9
Summary
In small groups, boys role-play appropriate responses to challenging situations involving friends.
Preparation
Cut out scenarios into strips ahead of time so one can be handed to each group.
Time
Activity
Materials
• Scissors
EyT
1. Explain to the boys that their task is to come up with an appropriate response to the scenario. There are
five different scenarios.
2. Ask the boys what the word “appropriate” means. A response they think will be effective in the
situation and is respectful to others.
3. Tell the boys that they will have five minutes to discuss, prepare and practise their response. When
time is up, pairs will take turns acting out their responses.
4. Divide the boys into groups of two and give each pair a scenario.
5. Direct pairs to different parts of the room to prepare and practise their role-playing. Circulate around
the room to make sure the boys are on-task and understand what they are to do.
6. After five minutes, tell the boys time is up and instruct them back to their seats.
7. Ask for a pair to present their response first. Continue with presentations until all groups have had a
turn in front of their peers. For a 70 minute session, once a pair has finished their role-play, as a group,
determine whether the response was passive, aggressive, or assertive.
118
Session #9
Activity (cont’d)
Debriefing:
Debrief after each role-play:
•
What body movements did you see?
•
What did you notice about the tone of voice you heard?
•
What did you learn about friendship from this scenario?
For 70 minute session, ask these debriefing questions in addition to those shown above:
•
Do you think the response to the situation would be effective in real life? Why or why not?
•
Are there any other responses that might be effective in this situation?
119
Session #9
Role-Play Scenarios
- Handout ---------------------------------------------------------------------------------------------------------------Scenario #1:
You are choosing baseball teams. You are the captain of the team. Only your friend, who is
not a very strong player, and one other person, who you know is much better at the game, are
left. What do you do?
---------------------------------------------------------------------------------------------------------------Scenario #2:
A month ago, a friend borrowed your favourite CD. When you lent it to him, he promised to
give it back the next week. Every time you mention it, he changes the subject. What do you
do?
---------------------------------------------------------------------------------------------------------------Scenario #3:
You and your friends are hanging out near some railroad tracks. You hear a train coming,
and someone dares you to run in front of the train. You know it’s dangerous, but you don’t
want to look like a coward. What do you do?
---------------------------------------------------------------------------------------------------------------Scenario #4:
There is a new student in your class. You think the new guy is kind of cool, and you would
like to be friends with him. Your friends don’t feel the same way, though. They don’t want
anything to do with him. What do you do?
---------------------------------------------------------------------------------------------------------------Scenario #5:
You were with your friend after gym class yesterday, and you saw him take some money out
of someone else’s bag. He tells you it’s no big deal. What do you do?
120
Session #9
Summary
This session introduces the concepts of passive, aggressive and assertive behaviour.
Preparation
None
Time
Activity
Materials
• Markers
E
1. Write the words passive, aggressive and assertive on a piece of flip chart paper. As a group, brainstorm
what these behaviours might look like. Passive behaviour means doing or saying nothing to avoid
conflict. People who respond in a passive way put up with whatever happens to them. People who
respond aggressively argue, tease and put others down. Aggressive people think their needs come
first. Assertive people stand up for themselves. They speak clearly and calmly about what they want
without disrespecting others.
2. Read the following situation to the boys. Ask for two volunteers to take on the roles of Tim and Mike.
These two boys will act out a passive, aggressive and assertive response to the scenario. Give the actors
some time to prepare if required.
Scenario:
Mike was going to his first Toronto Raptors game. Tim is a classmate he sits beside. Mike asked Tim if he
could borrow Tim’s Toronto Raptors cap to wear to the game. Tim lent Mike his cap. Now, it has been
three weeks since the game and Mike has not returned Tim’s cap.
Passive response: Tim says, “My hat isn’t very important, so keep it for a while longer.”
Aggressive response: Tim attacks Mike on the play ground and says, “You’d better give my hat back
or else we won’t be friends anymore.”
Assertive response: Tim says, “It’s been three weeks and I would like my hat back. Please bring it
tomorrow.”
121
Session #9
Activity (cont’d)
3. After the role-plays, ask the boys to tell you what body language, tone of voice and gestures they
noticed about Tim and Mike. Was there a change in the tone of voice, for example, when Tim spoke
to Mike aggressively? What did Tim’s body look like when he behaved passively? Were Tim’s
shoulders hunched?
Debriefing:
On flip chart paper, draw a horizontal line. The line represents the spectrum of behaviours. Label one end
passive and the opposite end aggressive. Write assertive in the middle of the line. Explain to the boys that
assertive is the most desirable behaviour and we should try to use it most often. However, there are times
when the other behaviours (the opposite ends of the spectrum) are acceptable.
•
Can you describe a situation when passive or aggressive behaviour might be the best choice? Someone
may choose to be aggressive in an emergency situation; a person may choose to be passive if a nearby
person is violent or if an issue that is being discussed isn’t of much importance to him or her.
•
Why are assertive responses better in everyday life? When you respond assertively, you are more true
to yourself; you are a positive role model for others; you are less likely to have trouble with
authorities; it is more likely that you can make a positive change in the situation.
•
If time permits, you may want to point out the connection between these behaviours and the media’s
stereotypical portrayals of males discussed in session 8 (Role Model Discussion - Part 1). Ask the boys
to describe examples of passive, aggressive, or assertive males in magazines, television shows, movies
or video games. Are males typically shown as passive or aggressive? Can you think of any examples
of males behaving assertively in images around you? Why do media often choose to represent males as
aggressive?
122
Session #9
Where Do Friends Come From?
Summary:
This discussion helps boys consider where friends come from and how friendships change over
time.
Preparation:
None
Time
Activity
Materials
• Markers
T
1. Ask boys to think about the friends they have:
•
How did you meet your friends? Record responses on a piece of paper in view of the boys. At school,
in my neighbourhood, at camp, on a team, at church.
•
Can you think of other places that you might meet a friend? At a part time job, on a trip, through
another friend.
Debriefing:
•
Do all of your friends know each other?
•
Why is it that not all of a person’s friends know each other? Boys take on different, often separate
roles in their lives (e.g. son, musician, volunteer,, babysitter, employee).
•
Is it okay for a boy to have different kinds of friendships? Why? We usually share our inner most
thoughts with our closest friends, and not acquaintances. Depending on our mood, we may want to
just have a good time, or make a deeper connection with a special person.
•
Do you think that friendships last a lifetime? Why or why not? Some friendships do last a lifetime, but
this is quite rare. A person’s interest change over time, so friends may come and go. Today, you might
have a friend who lives in your neighbourhood. In the future, you might move and no longer see each
other.
•
What kind of a person would be your friend for life? Name some of the values they might possess.
Honesty, sense of humour, willingness to help others, common interest, selflessness, positive attitude.
123
Solving Conflicts In A Positive Way
Objectives
Practice writing I-statements as a way to express complex feelings in a positive way
Materials
•
one example of a blaming statement for the facilitator; one blaming statement for each pair of
boys
Activity
Explain to the boys that people can solve conflicts in many ways. One positive way is to express our
feelings with an I-statement. An I-statement focuses on how a situation makes a person feel, rather
than on what the other person is doing wrong. The focus is on problem-solving. Blaming statements,
on the other hand, usually result in an escalation of negative feelings.
Describe a common conflict. For example, the student beside you knocks your books off your desk.
Ask boys how they would react if someone said, “Watch what you’re doing next time.” A typical
response could be “Don’t tell me what to do.” This is not a positive resolution of a conflict. Such
remarks will result in both people feeling angry.
In contrast, I-statements communicate what we need in a positive way. I-statements look like this: I
feel ……..when you……..I need (or want)……….because………….
Read aloud a blaming statement such as, “You took money from my jacket pocket without asking me
first. You’re a thief.” As a group, turn this statement into an I-statement. I feel betrayed when you take
my money without asking. I want you to ask me when you need money because I work hard for my
money.
Divide the boys into pairs. Hand each pair a blaming statement. Give the pairs time to change the
blaming statement to an I-statement. When all pairs have composed I-statements, have boys read the
blaming statements and model the I-statements for the group.
Debriefing:
•
How do you think both people feel when a blaming statement is used?
•
Why is solving a conflict so difficult?
•
What feelings do you experience during a conflict?
124
Appendix A
Appendix A
Websites for Reference
136
Appendix A
For Youth
Canadian Heritage
http://www.pch.gc.ca/special/canada/zone/index_e.cfm
What’s here?
Canada Day Poster Challenge
Fun Zone
Canadian Heritage Quiz
See http://www.pch.gc.ca/special/mdc/main/index_e.cfm for the annual
Mathieu Da Costa creative writing and artwork contest
Katimavik – volunteer for community projects and get a $1000 bursary
Media Awareness Network
http://www.media-awareness.ca/english/index.cfm
What’s here?
Resources for parents, teachers and students
Educational games
Blogs & News
Youthlinks
http://www.youthlinks.org/index.do
High school students connect on global issues and Canadian History
What’s here?
Polls & Forums
Articles & Multimedia on important human issues such as poverty written by
students around the country
Register your group feature so students can post articles
Read about the annual Youthlinks summit (Kingston, ON – May, 2007)
Participate in an on-line debate
Civilization.ca
http://www.civilization.ca/kids/kidse.asp
What’s here?
Resources for students and educators
Virtual tours (of King Tut’s tomb, etc.)
Games and activities on a variety of topics such as archaeology, first peoples,
military history, cultures and civilizations
Games that test your memory
These websites were active as of May 2007. Pages may be moved or deleted by their
respective owners. Please review websites for appropriate content as content may change.
137
Appendix A
Milton Public Library –
a one stop shop for links to resources for teens
http://www.mpl.on.ca/teens.html
What’s here? Links to
Homework help
Health issues
Career Counselling
Student volunteering
Advice for teen writers
See http://ramp.torontopubliclibrary.ca/ for discussion groups, polls, place for
teens to post art, stories and poems. Info on sexuality, relationships, health, drugs
and alcohol. Please note: clinics and resources are for the Toronto area, but health
information is valid for any teen.
Spiderbytes
http://www.spiderbytes.ca/
Supported by Planned Parenthood and the United Way
What’s here?
Puberty info & quiz
Decision Making quiz around sexual readiness
Health – General health information, risk rater for STI’s
Relationships – Going out & breaking up, questions & answers
Sexuality in the media quiz, psychology of attraction
Stereotypes quiz
What am I? advice for transgendered youth
Deal – a program designed by youth which aims to promote healthy life choices for youth
http://deal.org/
What’ here?
Articles & blogs written by youth for youth
Digital Library – articles & fact sheets for parents & youth (drugs, diversity,
health, cybersafety)
Study Guides & Strategies
http://www.studygs.net/
What’s here?
Writing basics, study skills and test taking skills
Conflict resolution and peer mediation
Preparing for tests
138
Appendix A
Kids Help Phone
http://www.kidshelpphone.ca/en/
What’s here?
Ask a counselor feature
Help others by sharing a difficult experience
Information on dating, coping with strong feelings, guys’ health, friendship and
other topics related to being a young adult.
Teen Health
http://www.chebucto.ns.ca/Health/TeenHealth/index.html
What’s here?
Health information on topics such as sex & relationships, alcohol & drugs,
smoking, physical activity, mental health, healthy eating, injury prevention,
mental health
Internet Superheroes – online safety brought to you by superheroes
http://www.internetsuperheroes.org/
What’s here?
Young person’s perspective on cyber-etiquette and checklist for cybercommunication
CCA 4 Kids (Concerned Children’s Advertisers)
http://www.cca-kids.ca/kids/life/index.html
What’s here?
Living Life – 10 tips to help you be the best you can be
Tips for Kids on how to end bullying
Tips for being active
Create your own commercial feature
139
Appendix A
For Facilitators
XY: Men, Masculinities and Gender Politics
http://www.xyonline.net
What’s here?
Articles on men’s role in stopping violence against women
Bibliography of resources on men, masculinity and gender
Personal stories and articles on fathering, relationships, men’s health
Long list of links to sites on health, body image, gender equality, men’s
organizations around the world
Media Awareness Network
http://www.media-awareness.ca/english/index.cfm
What’s here?
Resources for parents, teachers and students
Educational games
Blogs & News
Galleries of ads
Suggestions for classroom discussions and lesson plans
Concerned Children’s Advertisers
http://www.cca-kids.ca
What’s here?
Media Literacy Program free to schools
Media files on bullying prevention, media literacy, self-esteem, child safety, Long
Live Kids Curriculum for educators
“TV & Me” lesson plans on a variety of topics such as bullying, substance abuse,
active living, making choices, resisting peer pressure and emotions. Note: several
lessons are developed specifically for boys
140
Appendix A
For Parents
Deal - a program designed by youth which aims to promote healthy life choices for youth
http://deal.org/
What’ here?
Articles & blogs written by youth for youth
Digital Library – articles & fact sheets for parents & youth (drugs, diversity,
health, cybersafety)
Royal Canadian Mounted Police
http://www.rcmp-grc.gc.ca/youth/resources_e.htm
What’s here?
Resources for parents from A to Z: Bullying, Justice, Internet Safety, etc.
SafeCanada
http://www.safecanada.ca/parents_e.asp
What’s here?
Resources for parents from A to Z: Cyberbullying, Injury Prevention, Dating
Safety
Industry Canada - Cyberwise
http://www.cyberwise.ca
What’s here?
Resources & tips to help parents protect children when they are on-line
Centre for Children & Families in the Justice System (London Family Court Clinic)
http://www.lfcc.on.ca/bully.htm
What’s here?
Information for parents & teachers on bullying related topics
Information on the causes of bullying
Steps parents can take if their child is being bullied or is aggressive
141
Appendix A
Search Institute – development of youth through the 40 assets (personal qualities)
http://www.search-institute.org/
What’s here?
Parenting advice – see http://www.mvparents.com/
Mentoring Tools
Books, videos, and resources that can be ordered
Articles on needs of youth, preventing teen drug use, youth friendships, etc.
Internet Superheroes – online safety
http://www.internetsuperheroes.org/
What’s here?
For parents, educators, children & teens
Information on how to build your child’s self-esteem
Practical parenting tips around safety
Explanation of parental control technology
Canadian Parents
http://www.canadianparents.ca/CPO/TweensTeens/
What’s here?
Message boards for parents
Expert advice
Parenting Articles on tween & teenage issues
General information on stages of adolescence
Concerned Children’s Advertisers
http://www.cca-kids.ca
What’s here?
Advice on using the internet with your child
Bullying related tips for parents
Parent guides on self-esteem, substance abuse prevention, bullying and active
living
Region of Waterloo Public Health
http://chd.region.waterloo.on.ca
What’s here?
Health information by topic
Resource Centre – books, videos & kits related to health & parenting
Clinics in Waterloo and Cambridge
These websites were active as of May, 2007. Pages may be moved or deleted by their
142
Appendix A
Community Agencies for Families and Individuals
Local Resources in the Kitchener-Waterloo & Cambridge areas
www.smgh.ca – St. Mary’s General Hospital Counselling service for individuals concerned
about drugs, alcohol or gambling
www.cfcchelps.ca – Catholic Family Counselling Centre is a non-denominational professional
counselling agency that has been helping children, individuals and families since 1952.
Individual and group counselling available
http://www.kwcounselling.com - KW Counselling offers individual, couple and family
counseling, anger management for parents, positive parenting classes, family mediation, youth
outreach, the Men’s Network, family violence and sexual abuse treatment
http://www.fcccnd.com – Family Counselling Centre in Cambridge takes an active role in issues
relating to family violence, poverty, families, children, and marriage counselling
http://www.cvbinfocam.on.ca - Information Cambridge provides contact information for services
such as libraries, social services, neighbourhood associations, ethnic clubs, etc. in the Cambridge
area
http://www.waterlooregion.org/cic/resources/links/ - Community Information Centre at 151
Frederick St. Kitchener provides links to local governments and community agencies
See http://www.waterlooregion.org/mycommunityinfo/ to search local non-profit and
government websites
See http://www.waterlooregion.org/basic/ for a list of agencies that help with basic needs, such
as health, housing, transportation. clothing, job search training and employment, legal services,
money issues, academic upgrading, free internet access
These websites were active as of May, 2007. Pages may be moved or deleted by their
143
Appendix B
Appendix B
Community Resources
144
Appendix B
Waterloo Region Community Resources Example
Community Centres (Youth Programs)
Kitchener:
Breithaupt Centre: 519-741-2502
Bridgeport: 519-578-8751
Centreville Chicopee: 519-741-2490
Chandler Mowat: 519-570-3610
Country Hills: 519-741-2596
Doon Pioneer Park: 519-741-2641
Forest Heights: 519-741-2621
Mill-Courtland: 519-741-2491
Kingsdale: 519-748-6463
Victoria Hills: 519-741-2717
YMCA of Kitchener Waterloo: 519-743-5201
Waterloo:
Albert McCormick Community Centre: 519-885-1700
Manulife Financial Soccer and Sports Centre: 519-576-2420
Moses Springer Community Centre and Pool: 519-885-4530
RIM Park: 519-884-5363
Waterloo Memorial Recreation Complex: 519-886-1177
Cambridge:
Greenway-Chaplin Community Centre: 519-623-4220
Christopher-Champlain Community Centre: 519-624-3855
Alison Neighbourhood Community Centre: 519-620-1867
Fiddlesticks Neighbourhood Association : 519-621-4040
Preston Heights Community Group: 519-650-2971
Southwood Community Centre: 519-621-2930
Popcorn House: 519-654-9444
Langs Farm Village Association: 519-653-1470
Langs Farm Youth/Teen Community Centre: 519-653-1263
YMCA of Cambridge: Chaplin Family YMCA: 519-623 -9622
Cambridge Youth Development Centre – Z beside the Y: 519-623-9622
145
Appendix B
Libraries (Books, C.D.’s, Videos, Events)
Kitchener Public Library: 519-743-0271
www.kpl.org/youngadult/default.htm
Forest Heights: 519-743-0644
Pioneer Park: 519-748-2740
Grand River: 519-896-1736
Country Hills: 519-743-3558
Waterloo Public Library: 519-886-1310
www.wpl.ca
McCormick Branch: 519-885-1920
Cambridge Public Library: 519-621-0460
www.library.cambridge.on.ca
Clemens Mill: 519-740-6294
Hespeler: 519-658-4412
Preston: 519-653-3632
If you or a friend need to talk to someone … look at this:
Counselling:
Catholic Family Counselling Centre: 519-743-6333
KW Counselling: 519-884-0000
Family Counselling Centre of Cambridge and North Dumfries: 519-621-5090
St. Mary’s Counselling Service: 519-745-2585 (Gambling, Drugs, Alcohol)
Telephone Lines:
HELP Line: 519-745-9909
Kids Help Phone : 1-800-668-6868 or www.kidshelpphone.ca
To find other ideas for things to do in your community… like where to skateboard or swim,
contact:
Community Information Waterloo Region: 519-579-3800 www.waterlooregion.org
Information Cambridge: 519-740-3030 www.cvbinfocam.on.ca
146
Appendix C
Appendix C
Energizers
147
Appendix C
Big Wind Blows!
Time
1 minute – unlimited!
Materials
• None
Description
1. You need chairs in a circle to accommodate everyone except for the person in the middle. (Therefore
there is one less chair than participants).
2. The person in the middle calls out “Big Wind Blows for…..” and names a descriptive trait (see
examples below).
3. If the statement is true about any of the people sitting in the chairs, they must stand up and swap
chairs with someone else for whom the statement is true. (They must not swap with someone beside
them).
4. The people for whom the statement is true move as well as the person in the middle. Whoever does
not get a chair becomes the next person in the middle and gets to call out the next “Big Wind Blows
For…”
Example: “Big Wind Blows for…everyone wearing black sneakers!” All the boys wearing black
sneakers stand and switch seats with each other (randomly).
Example: “Big Wind Blows for…anyone who has ever visited a zoo!” All the boys who have visited a
zoo stand and switch seats with each other (randomly).
Examples of descriptive traits:
a) a colour someone is wearing (black sneakers, blue anything, red shirt, brought a backpack)
b) a life experience someone has had (travelled outside the country, stopped a bully from bullying)
c) a character trait (shy, energetic, creative, responsible)
d) hobbies (drawing, basketball, soccer, karate, dancing, music)
e) any other descriptive trait!
f) a variation is that boys can choose at times (but not every time) to say “Hurricane.” When this
happens, everyone has to get up and move to another chair.
Source: Used with permission and adapted with permission from the Alternatives to Violence Program AVP/USA Manual
Basic Course. For more information contact Alternatives to Violence at [email protected]
Facilitation Notes
To ensure that all participants feel included in this activity, encourage the boys to make a wide
variety of statements. Avoid physical descriptors (eg. skin colour) or experiences that may not be
common to new immigrants, ESL students or mentally or physically challenged boys.
148
Appendix C
Around The Barnyard
Time
5 – 7 minutes
Materials
• None
Description
1. The group is seated in a circular arrangement. The facilitator explains that the object of this game is
for the participants, without laughing, to imitate animal noises and pass them around the circle.
2. The leader then designates one participant to start. That participant begins the game by imitating a
common animal, such as a cow. The person sitting next to him on the right must repeat the “moo”,
then imitate another animal, such as a horse. The third person must then say “moo,” then “neigh,”
and then add another sound. In this manner, the sounds continue around the circle.
3. The game ends when all of the participants, trying not to laugh (a virtual impossibility), have
repeated the “noises” that preceded them and then added their own.
OPTIONS:
•
Encourage each boy to add personality to the sound. This makes the game much more difficult
because the boys have to remember and repeat each different interpretation when it is their turn.
•
Facilitators can pick a theme for the game, for example, African animals, zoo animals, pets, or
rainforest animals.
•
The leader may ask everyone to repeat the “noises” in unison from the beginning, stopping only to
allow the person whose turn it is next to add a new “animal” at the end.
Facilitation Notes
This can be a noisy activity. Before you begin, advise the boys to avoid shouting,
particularly if everyone is repeating the sounds in unison.
149
Appendix C
Tiny Triathlon
Time
5 minutes
Materials
• Optional music
Description
1. The Tiny Triathlon will have three events: one minute of running in place, one minute of
swimming, and one minute of stationary biking.
2. Facilitator explains to the boys that they will be working to perfect their own technique and try
to “beat” their own speed during the three triathlon activities.
3. Facilitator demonstrates each activity. (Biking is done while seated on a chair). Let the boys
practice for one minute.
4. Facilitator asks the boys to get into position (an open area by their chairs). Facilitator explains
that when he/she yells “Go!” the boys will run in place for one minute, when one minute has
passed, the facilitator will yell “Swim!”, the boys will swim for one minute, and then the
facilitator will yell “Bike!”, and the boys must sit down quickly and bike for one minute.
OPTIONS:
•
Be creative in the activities: running on the side of a hill (slope left/right) or up and downhill,
canoeing in muddy water, skipping rope.
•
Repeat the exercise throughout the lesson, or immediately in a row.
•
Have the boys pair off and make it a synchronized running, swimming and biking activity.
•
Have the boys create three physical activities to do for one minute.
Source: Used with permission and adapted from Teensy Triathlon, 201 Icebreakers, Edie West, The McGraw-Hill Companies Inc.© Toronto, 1997
150
Appendix C
Synchronized Cycling
Time
5 minutes
Materials
• Optional music
Description
1. Boys partner off into pairs.
2. Boys take two chairs and place one chair behind the other.
3. Boys begin to practice pedalling. The front person sits and varies the pace, while the back
person tries to stay in sync.
4. Facilitator tells the boys that they will bike in sync for one minute, have 10 seconds to switch
seats, then bike for one minute with the second boy as the leader.
5. Facilitator says “Go!”, and the boys pedal, trying to stay in sync. After one minute, the
facilitator yells “Switch!”, the leader switches seats and goes to the back and vice versa. The
facilitator yells “Go!” and the boys resume pedalling with the new leader. The facilitator says
“Stop!” at the end.
OPTION:
•
Debrief by asking the boys to comment on the difficulty or ease of keeping in sync.
•
Repeat the activity throughout the lesson and have boys choose a different partner each time.
Source: Used with permission and adapted from Bicycle Built for Two, 201 Icebreakers, Edie West, The McGraw-Hill Companies Inc.© Toronto, 1997
151
Appendix C
Crazy Machine
Time
10 minutes
Materials
• None
Description
1. Boys stand side by side in a straight line.
2. Each boy must think of a movement that is part of a machine.
3. When the facilitator taps the shoulder of each boy (randomly or sequentially), he must begin to
act out his movement, and continue until the facilitator taps him again.
4. Each movement should be part of a link or chain that makes up a machine. Encourage the boys
to work together, to create movements that “trigger” each other, or complement each other’s
motions.
5. Eventually, all parts of the machine should be moving at the same time.
6. Repeat the exercise a second time by asking the boys to add a noise to their movement.
Source: Used with permission from Energizers and Icebreakers For All Ages and Stages, Book I, Elizabeth Sabrinsky Foster, Ed.D., Educational Media
Corporation, 1998.
152
Appendix C
Chuck the Chicken
Time
5 minutes
Materials
• Rubber chicken
• Fast music
• LARGE playing area!
Description
1. Split the boys into two teams. The goal of the game is to earn your team points, however, earning
points takes a lot of work!
2. Have Team A start off with the rubber chicken. Ask them to form a line and pass the chicken from
the front of the line to the back, and then from the back of the line to the front in the following
manner - through the legs of the second-last person in line, then over the head of the third person,
then through the legs of the next person, and so on.
3. Have Team B start off by forming a circle, all except one player on the team. This player needs to
run around and around the outside of the circle of Team B players. For each full time around the
circle, the team earns one point.
4. When the chicken reaches the front of the line of Team A, the person at the front of the line yells
"CHUCK THE CHICKEN!" as loud as they can and throws the chicken in the middle of the two
teams. Team A then immediately forms a circle and one person starts to run laps, earning Team A
points.
5. When Team B hears "CHUCK THE CHICKEN", the runner immediately picks up the chicken
where it has landed. They form a line like Team A did at the beginning of the game and pass the
chicken up the line and back- under one person's legs, over the next person's head, under legs, etc.
When the chicken reaches the front of the line, the leader yells "CHUCK THE CHICKEN!",
throwing the chicken in between the two teams, and Team B goes back to the clump formation to
keep adding points to their score.
Facilitation Notes
This energizer is an example of “good” stress on the body.
153
Appendix C
Tangled Arms
Time
10 minutes (plus 5 minutes optional
debriefing)
Materials
• None
Description
1. Ask the boys to stand in a circle.
2. Ask each boy to put one arm into the circle and take hold of someone else’s hand.
3. Ask the boys to put their other arm in the circle and take hold of a different person’s hand (not the
same person whom they are holding with their first hand).
4. Ask the boys to try to untangle themselves without letting go of their hands.
5. The boys may not completely untangle themselves but will be able to untangle parts of the group.
Debriefing: (Optional)
• What helped you do this activity?
• What did not help in this activity?
• How was teamwork involved?
• What kind of verbal and non-verbal communication led to the success of getting untangled?
Facilitation Notes
Facilitators need to supervise while boys do this activity so that they stay focused and
do not do anything unsafe.
.
154
Appendix C
Speed Skating
Time
5 minutes
Materials
• 2 sheets of paper (8½ X 11) per participant
• CD player
• Upbeat music
Description
1. Provide each boy with two pieces of paper. Instruct them that the sheets of paper are their skates and
that they must keep them under their feet at all times to shuffle around the room. If they lose one
sheet of paper, they can stop and place the paper under their shoe again, and resume the activity.
2. Set up a course that the boys have to skate on. Be creative with this; you can ask the boys to move
chairs around to set the course, having them go around the outskirts of a circle of chairs or through a
zig-zag path.
3. Play upbeat music and have them skate around through the course. Monitor for any pushing/shoving.
Encourage the boys to have fun…to show you their moves!
OPTION:
1. You can add a level of self-competition; do this activity three times throughout the session, getting
the boys to remember their score (number of times they went around the course during one song),
and they can try to beat it the next time around.
Source: Used with permission and adapted with the permission of: The Clipboard – Quality Daily Physical Education Vol. 4, No. 3, Canadian
Association for Health Physical Education Recreation and Dance – www.cahperd.ca.
Facilitation Notes
This activity works well on smooth or carpeted surfaces, providing the carpet is not too
plush.
155
Appendix C
Visual Imagery
Time
5 – 10 minutes
Materials
• None
Description
1. Have the boys sit comfortably for this activity.
2. Use a calm, low, slow voice and give sufficient time between each visual suggestion for the
participants to “ease” into the vision and “see” each step. You can create your own visual scenario
appropriate to the boys’ ages, experiences and interests, or use the example provided below.
Example:
Close your eyes.
“See” in your mind’s eye a beautiful mountain in front of you. The sun is shining, the breeze is soft and
warm, trees are overhead and a few birds flutter about. Imagine walking along an easy trail up the
mountain, stopping every few steps to admire the view as you get higher.
Walk toward the top of the mountain and look all around you once you get there. You can see more
mountains all around, and a beautiful sparkling blue lake below. Find a comfortable rock, sit down and
relax. Rest for awhile in all the peace and beauty surrounding you. Imagine how it looks, how it sounds,
how it smells. Breathe the warm fresh air in deeply, and feel the sunshine on your face. Stay as long as
you like.
When you are ready, think of something that has been bothering you; anything you wish to be rid of in
your life, anything you are feeling sad or angry about, or anything you worry about (this could be
problems at home, violence in your neighborhood, bullies, the death of a loved one, disagreements with
friends, or anything at all). Picture it as a big rock, a chain, a heavy bag over your shoulders, or any
image that helps you see it as an undesirable burden. Walk to the edge of the mountain and throw your
burden over the side of the mountain as far as you can. Watch it fall into the sparkling blue lake below,
sink, and then disappear.
When the “visit” is done, be thankful for the release of the burden and the worry; then walk peacefully
back to your rock and sit and relax for a little while longer.
When you are ready, walk slowly back down the trail to the bottom of the mountain.
156
Appendix C
Description (cont’d)
4. Allow time for the boys to debrief and share about where they went in their visualization and what
they felt about the experience/technique. This can be done in pairs, small groups or sharing with
whole group.
Sample debriefing questions:
•
•
•
•
•
•
Where did your visualization take you?
Do you feel more calm/relaxed after going through this exercise?
What did you see, hear, feel, smell during your visualization; did anything in particular stand
out?
What was it like throwing your burdens off of the mountain and into the water?
How does it feel to be back in the classroom?
Is this technique/exercise something you might do in the future to clam down, relax and
reduce your stress?
OPTION:
Practise visualizations with the group several times until the boys achieve competence with the
technique. Encourage them to practise this at home or at any time to relieve stress. The activity may be
reinforced by having participants write down how they felt after completing the activity. They could
keep a journal of post-visualization feelings and thoughts. You may also provide the boys with time to
create their own visualizations and take turns leading the group through visualization exercises
periodically.
157
Appendix C
In The River, On The Bank
Time
5 - 10 minutes
Materials
• None
Description
1. Find a line on the ground that will mark the difference between the “river” and the “bank.”
2. Everyone stands on the “bank” to start. The leader then calls out, “In the river!” Everyone has to
jump with BOTH FEET at the SAME TIME into the river. The leader then calls out, “On the bank!”
and everyone jumps back onto the bank with BOTH FEET at the SAME TIME! (This is important
for later…)
3. If someone jumps when they are not supposed to (for example: everyone is on the bank, the leader
calls out, “On the bank!” and someone jumps in the river), they are eliminated from the game and
can go sit down.
4. The leader continues to call out the two areas, trying to trick the players into moving. The leader
should call the areas slowly at first, and then get faster, until everyone is eliminated but one person.
158
Appendix C
Hop!
Time
1 - 3 minutes
Materials
• None
Description
1. Each boy stands in an open area. (They should be at arm’s length diameter from anything they could
bump into).
2. The boys must continuously hop, without stopping, through the following sequence:
Note: If a boy stops at any point during the sequence, he is eliminated from the “race”, but is
encouraged to try and join the group again to practice.
SEQUENCE:
a) HOP on left foot (15 seconds)
b) HOP on right foot (15 seconds)
c) HOP on both feet (15 seconds)
d) HOP on left foot while holding your right leg with your right hand (15 seconds)
e) HOP of right foot while holding your left leg with your left hand (15 seconds)
f) HOP on both feet (10 seconds)
3. The last boy hopping (who didn’t stop at any point in the sequence) is the winner!
159
Appendix C
Hot Day, Cool Pool!
Time
5 minutes
Materials
• Large pieces of paper (1 for each group
member)
• Upbeat summertime music
Description
1. Lay the papers on the floor, spread out all around the room.
2. The facilitator explains that everyone should imagine that it is a very hot summer day. The boys
will be busy doing different activities, but the heat is making this very uncomfortable. When the
music is playing, they will be busy, but when it stops, they will get to “cool off in a pool” (stand on
a piece of paper).
3. With the music playing, the facilitator calls out an activity for the boys to do (e.g. jumping jacks,
building a sand castle, climbing a ladder – use your imagination!).
4. The facilitator pauses the music and yells, “Cool off in the pool!” and all the boys stand on a piece
of paper. Each boy will stand in his own “pool.”
5. The music starts again, the boys step out of their pools, and the facilitator calls out a different
activity.
6. The facilitator takes one piece of paper off the floor so that there are now more boys than pools.
7. When the facilitator stops the music and calls out, “Cool off in the pool!” the boys must find a piece
of paper (pool), but it can’t be the same one as last time. One boy will be left without a pool.
8. When boys find themselves without a pool, they continue doing the activities announced but cannot
cool off in a pool.
9. Continue until only one boy is left with a pool. He gets a round of applause from the group!
Facilitation Notes
This activity requires a relatively large area. Using blue paper may make the “pools”
look more enticing, but newspaper can work just as well.
160
Appendix D
Appendix D
Sample Letter and Consent
161
Appendix D
Sample Information Letter
Dear Parent/Guardian:
Your boy has been invited to join in a program called B.O.Y.S. at ______________ School or
Community Agency. With your permission, he can choose to be part of the group.
What is the B.O.Y.S. program?
B.O.Y.S. (Building on Your Strengths) is a social skills building program uniquely developed
for (grade 7 and/or 8 boys) in this important stage of their lives. The program was developed in
collaboration with the Waterloo Region District School Board and Region of Waterloo Public
Health. The program goals are to:
•
•
•
•
•
Increase understanding of positive male roles
Improve relationship skills and understanding
Increase respect for, and comfort with, people who are different than they are
Strengthen peaceful conflict resolution skills
Improve planning and decision-making skills
When will the B.O.Y.S. program take place?
This program will take place each _____________ for 10 weeks from _____________________
to _________________________. The group will consist of 10 boys. The facilitators who will
be leading the sessions are_______________________________________. If you have any
concerns during the sessions you can contact the facilitators at 519The sessions will cover the following topics:
Session #1: Who is this Boy?
Getting acquainted through fun activities that require co-operation and imagination
Session #2: Boys and Belonging
Working together with group activities and guidelines
Session #3: Don’t Judge a Boy by His Cover (Part 1)
Learning about stereotypes and how they affect us all
Negative stereotypes and positive strengths
Session #4: Don’t Judge a Boy by His Cover (Part 2)
Things are not always what they seem
162
Appendix D
Session #5: Below the Surface of a Boy
Exploring why some feelings are easier to express than others
Session #6: A Boy’s Hike of Life
Peaks and valleys in life
What helps us get through?
Session #7: Boys and Stress
What is stress?
Ways to relax and find support when we need it
Session #8: Boys and Role Models
Who are our role models?
Guest speaker
Session #9: Boys and Buddies
Getting along with friends
Session #10: Many Ways to be a Boy
Celebrating who we are and what have we discovered along the way
We need your permission
If you would like your boy to be able to participate in the B.O.Y.S. program please sign the
attached consent form and return it to school by
If you have any questions or concerns about this program please call:
School Principal or Community Agency Contact
Sincerely,
School Principal or Community Agency Contact
*Include logo of school or community agency
163
Appendix D
Sample Parent/Guardian Consent Form
I have read the Parent/Guardian Consent Letter about the B.O.Y.S. program.
•
My boy can participate in the B.O.Y.S. program.
YES
NO
Parent/Guardian Name: _______________________________________ (Please print)
Parent/Guardian Signature: ____________________________________
Date: ____________________________
*Include Logo of school or community agency
164
Appendix E
Appendix E
Resources to Support the B.O.Y.S.
Program
165
Appendix E
Resources at the Region of Waterloo Public Health
The following resources are available from the Region of Waterloo Public Health Resource
Centre. To sign-out any of these resources call 519-883-2256 or send an e-mail request to
[email protected]
Name of Resource
Adolescent Boys: Exploring diverse
cultures of boyhood. New York: New
York University Press, c2004.
Type of Resource
Book
Aikens, A.M. Authentic Boys Safer
Girls: A teacher's guide to helping male
elementary students break free of sexist
stereotyping. Toronto: AMA
Communications, c2001.
Book
Cox, A.J. Boys of Few Words: Raising
our sons to communicate and connect.
New York: The Guilford Press, 2006.
Book
Elium, D. Raising a Son: Parents and
the making of a healthy man. Berkeley:
Celestial Arts, c1996.
Book
Gurian, M. The Wonder of Boys: What
parents, mentors and educators can do
to shape boys into exceptional men. New
York: Jeremy P. Tarcher/Putman, c1996,
1997.
Book
Gurian, M. A Fine Young Man: What
parents, mentors and educators can do
to shape adolescent boys into exceptional
men. New York: Jeremy P.
Tarcher/Putman, c1998.
Book
166
Appendix E
Name of Resource
Boys Guide to Becoming a Teen.
American Medical Association. San
Francisco: Jossey-Bass, 2006.
Friedman, S.
Just for Boys
Vancouver: Salal Books, c2007
Hartley-Brewer, E. Raising Confident
Boys: 100 Tips for parents and teachers.
Cambridge, MA: Da Capo Press, c2001.
Type of Resource
Book
Book
Book
Jhally, S. (Director). Tough Guise:
Violence, media and the crisis in
masculinity. Northampton, MA: Media
Education Foundation, c1999.
Video
Kindlon, D. and Thompson, M. Raising
Cain: Protecting the emotional life of
boys. USA: The Random House Publishing
Group, 2000.
Book
Miedzian, M. Boys Will Be Boys:
Breaking the link between masculinity
and violence. New York: Anchor Books,
1992.
Book
Newkirk, T. Misreading Masculinity:
Boys, literacy and popular culture.
Portsmouth, NH: Heinemann, 2002.
Pollack, W.S. Real Boys: Rescuing our
sons from the myths of boyhood. New
York: Henry Holt, c1998,1999.
Book
Pollack, W.S. Real Boys Workbook. New
York: Villard, c2000.
Book
Zimmerman, B. 100 Things Guys Need to
Know. Minneapolis: Free Spirit, c2005.
Book
Book
167
Appendix E
Library Search Terms – Ways to Find Additional Resources for Facilitators
There are many resources at the Resource Centres at the Waterloo
Region District School Board and the Waterloo Catholic District School
Board as well as public libraries that may be used to supplement the
activities and discussions in this program.
Below is a table that will assist you in your search for related materials,
in both print and non print form. All libraries use Library of Congress
subject headings to catalogue materials. Type the Library of Congress
headings into the search engine to find books, videos or dvds. In the
second column are commonly used terms that describe the resources
catalogued under that subject heading.
Search By
Adolescence
Adolescent Boys
Character Education
Conflict Management
Consumer Behaviour
Discrimination
Friendship
Group Decision Making
To Find……
activities to reinforce problem solving; novels
and works of fiction for middle school students;
parenting guides; role of peer groups in social
identity; leadership development in youth;
preparing for adolescence; puberty; meeting the
needs of the early adolescent learner; body image
short stories and novels about being male;
teenagers’ writings; parent guides
plays to encourage respect, responsibility and
tolerance; teaching values for grades 7 and 8;
family virtues guide; character building activities
for the classroom
conflict resolution for young adults and children;
dealing with anger; bullying; harassment, peer
pressure
brand marketing; consumer guides; guide to
intelligent spending
prejudice; dealing with discrimination; feeling
left out
novels and stories of friends
ways to build teams
168
Appendix E
Group Games
Group Identity
Interpersonal Communication
Interpersonal Conflict In Adolescence
Interpersonal Relations
Interpersonal Skills
Mass Media – Social Aspects
Media Literacy
Multicultural Education –Activity Programs
Propaganda
Race Relations
Self esteem In Adolescence
Social Acceptance
Television Advertising
Toleration
Toleration – Fiction
Youth – Conduct of Life
ice-breakers; team activities; creative games in
groups; warm-ups
respecting cultural differences
healthy relationships; body language; avoiding
confusion; communication between young teens
and their parents; problem solving; activities for
teens; peer counseling; settling disagreements;
social interaction; conflict resolution;
conflict resolution for middle school students
novels and stories
activities to teach social skills; games to develop
assertion skills; boys’ writings; communication
games; guides to handling disagreements;
creating support systems for teenagers; fighting
fair; handling feelings;
impact of mass media
stereotypes on television; analysis of newspapers;
talk shows; tobacco advertising Note: for
advertising on a topic such as tobacco, type
Advertising – Tobacco
activities to build cultural awareness
use and abuse of persuasion
ways to stop racism and develop cultural
awareness & understanding; what is racism?
activities for stress management; activities for
improving peer interaction and self esteem;
videos on differences in personality; building
self-esteem workbook for teens
books and videos about fitting in
videos on commercials’ appeal to emotions;
economics of television; greatest commercials;
learning how to appreciate differences; dealing
with discrimination
books and videos; appreciating differences;
stories of prejudice
building polite and respectful behaviour; tough
issues for teens; building assets; heroes; coping
with changing values; religious life
169
Appendix F
Appendix F
Connections to the Ontario Curriculum
Grades 1-8, 1997 – 1999, 2006
(Revised)
170
Appendix F
Connections to the Ontario Curriculum, Grades 1- 8,
1997-1999
The B.O.Y.S. Program was inspired by Choices Into Action: Guidance and Career
Education Program Policy for Ontario Elementary and Secondary Schools with
additional learning outcomes from a variety of subject areas. Listed below, facilitators
and teachers alike will find a list of general and specific learning. In each session, you
will find icons beside each activity to represent the corresponding subject area.
Rationale:
"For their educational, social and career success in the 21st century, students will
require effective work habits and the ability to make sound decisions, solve problems,
plan effectively, work independently, communicate well, research, evaluate themselves
realistically, and explore new educational and career opportunities… Students must
learn and develop skills…that will help them become more independent and responsible
individuals."
Choices Into Action- Guidance and Career Education Program Policy, 1999, Pg. 5.
Learning Outcomes: Choices Into Action
Choices Into Action outlines three main areas of student learning:
• student development,
• interpersonal development and
• career development.
Within each area, learning outcomes are designated for grades 1- 6, 7 and 8 and
9-12. The B.O.Y.S. Program focuses on the outcomes for Grades 7 and 8.
171
Appendix F
Connections to the Ontario Curriculum, Grades 1- 8,
1997-1999
T
Choices Into Action
Student Development
Learning Skills, Preferences and
Strategies
(e.g. memorizing, working independently,
assessing themselves, managing their time).
Setting Goals and Monitoring Progress
Life-long Learning
Demonstrate their understanding of the
importance of the school’s code of behaviour and
of acting according to that code.
Use goal-setting skills appropriately to revise their
goals in response to changing circumstances.
Use school and community resources to support
their learning needs.
T
Choices Into Action
Interpersonal Development
Self Management
Demonstrate the skills and knowledge necessary
to manage their own behaviour (e.g. self control,
the role of emotions, anger management).
Getting Along With Others
Describe the many aspects of relationships, and
explain and demonstrate how skills (e.g. conflictresolution, peer helping, and leadership skills) are
used to interact positively with others in diverse
settings at school and in the community.
Demonstrate social responsibility both at school
and in the community.
Social Responsibility
T
Choices Into Action
Career Development
Self-Assessment
Apply knowledge of their personal interests,
strengths, abilities and accomplishments to
planning and decision-making.
Education and Career Decision
Use decision-making and problem-solving skills
appropriately to complete their annual educational
plans (AEP).
Use in-school and out-of-school experiences,
activities and interests to learn more about their
potential.
Employability
172
Appendix F
Connections to the Ontario Curriculum, Grades 1 - 8,
1997-1999
Rationale: Health and Physical Education
“Healthy active living involves a combination of physical activity and appropriate lifestyle
choices. Students should begin early on to acquire basic knowledge about a wide
variety of health-related topics and to develop relevant skills. They need to understand
how their actions and decisions affect their health, fitness, and personal well-being, and
how to apply their learning to make positive, healthy decisions in all areas of life and
personal development.”
The Ontario Curriculum Grades 1 - 8, Health And Physical Education, 1998, Pg. 1.
Health and Physical Education outlines three major areas of student learning:
• Healthy Living
• Fundamental Movement
• Active Participation
Within each area, learning outcomes are designated for grades 1 - 8. The B.O.Y.S.
Program focuses on the outcomes for Grades 7 and 8.
Health and Physical Education Grade 7
E
Healthy Living
Growth and
Development
Use effective communication skills (e.g. refusal skills, active listening) to deal with
various relationships and situations.
Active Participation
Overall
Expectations
Living Skills
E
Apply living skills (e.g. basic problem-solving, decision-making, goal-setting, and
conflict resolution techniques) in physical activities (e.g. games, gymnastics,
dance, music, outdoor pursuits).
Participate fairly in games or activities (e.g. accepting and respecting decisions
made by officials, whether they are students, teachers, or coaches).
173
Appendix F
Connections to the Ontario Curriculum, Grades 1 - 8,
1997-1999
E
Healthy Living
Overall
Expectations
Growth and
Development
Substance
Use and
Abuse
Identify local support groups and community organizations (e.g. public health
offices) that provide information or services related to health and well-being.
Analyze situations that are potentially dangerous to personal safety (e.g. gang
violence) and determine how to seek assistance.
Apply living skills (e.g. decision-making, assertiveness, and refusal skills) in
making informed decisions.
Describe causes and symptoms of stress and positive ways (as opposed to
substance use) to relieve stress.
Active Participation
Overall
Expectations
Living Skills
E
Apply living skills (e.g. basic problem-solving, decision-making, goal-setting, and
conflict resolution techniques) in physical activities (e.g. games, gymnastics,
dance, outdoor pursuits).
Transfer appropriate interpersonal skills (e.g. exhibiting etiquette, fair play, cooperation, and respectful behaviour) to new physical activities.
Demonstrate respectful behaviour towards
the feelings and ideas of others follow the rules of fair play and sports etiquette in
games and activities (e.g. maintaining self-control whether winning or losing).
174
Appendix F
Connections to the Ontario Curriculum, Grades 1 - 8, 2006
(Revised)
Rationale: Language
“Language development is central to students’ intellectual, social, and emotional growth,
and must be seen as a key element of the curriculum. When students learn to use
language in the elementary grades, they do more than master the basic skills. They
learn to value the power of language and to use it responsibly. They learn to express
feelings and opinions and, as they mature, to support their opinions with sound
arguments and research.”
The Ontario Curriculum Grades 1 - 8, Language, 2006 Revised, Pg.3.
Language outlines four major areas of student learning:
• Oral Communication
• Reading
• Writing
• Media Literacy
Within each area, learning outcomes are designated for grades 1 - 8. The B.O.Y.S
Program focuses on the outcomes for Grades 7 and 8.
y
Language Grade 7
Listening
Listening to
Understand –
Active
Listening
Strategies
Listening to
Understand –
Presentation
Strategies
1.2 Demonstrate an understanding of appropriate listening behaviour by adapting
active listening strategies to suit a wide variety of situations, including work in
groups (e.g. take turns without interrupting or overlapping during a class debate
or panel discussion; ask questions to make connections to the ideas of others;
use vocal prompts in dialogue to express empathy, interest, and personal regard:
“After an experience like that, I can imagine how you feel.”).
1.9 Identify a wide variety of presentation strategies used in oral texts and
evaluate their effectiveness (e.g., the use of humour, body language, visual aids,
and vocal effects).
175
Appendix F
(Revised)
y
Language Grade 7
Speaking
2.2 Demonstrate an understanding of appropriate speaking behaviour in most
situations, adapting contributions and responses to suit the purpose and
Speaking to
audience
Communicate –
(e.g. ask questions and paraphrase to confirm understanding; request repetition
Interactive
or an explanation from other group members when meaning is unclear; use
Strategies
language and forms of address that are appropriate to the formality or informality
of the situation).
2.3 Communicate orally in a clear, coherent manner, using a structure and style
Speaking to
Communicate – appropriate to both the topic and the intended audience (e.g. use a formal
structured opening statement, enumeration of points, summary/conclusion; and
Clarity and
a straightforward, impersonal style, to present a position statement on an issue).
Coherence
2.6 Identify a variety of non-verbal cues including facial expressions, gestures,
Speaking to
and eye contact, and use them in oral communications, appropriately and with
Communicate –
sensitivity towards cultural differences, to help convey their meaning (e.g. lean
Non-Verbal
into a group to make a point; make eye contact with the person to whom the
Clues
response/question is directed).
3.1 Identify the strategies they found most helpful before, during, and after
Reflecting on
listening and speaking and what steps they can take to improve their oral
Oral
Communication communication skills.
Teacher prompt: “What do you try to find out before you begin to listen to an
Skills and
oral text?” “How can a partner help you clarify your ideas after listening to an
Strategies –
Meta Cognition oral text?” “What steps help you prepare to speak in a formal situation?”
176
Appendix F
(Revised)
y
Language Grade 7
Media Literacy
Understanding
Media Texts –
Form
Understanding
Media Texts Conventions
and
Techniques
Creating
Media Texts –
Producing
Media
2.1 Explain how individual elements of various media forms combine to create,
reinforce, and/or enhance meaning.
Teacher prompt: “Explain how different elements of maps, such as colour (used
to show different topographical features) and legends (used to show scale and
compass orientation), are used in combination to make maps meaningful.”
“Describe the interrelationship of instrumentals, lyrics, and vocals in a favourite
song.”
2.2 Identify the conventions and techniques used in a variety of media forms and
explain how they help convey meaning and influence or engage the audience
(e.g. fashion magazine conventions: fashion and cosmetics advertisements are
more prominent than editorial content; fashion magazine techniques: “themed”
presentation of clothing in photo spreads; dramatic modeling poses to display
novel features of the clothing).
Teacher prompt: “What does the placement of the advertisements tell you about
a magazine?” “Identify different camera angles used for the photographs in the
advertisements and explain their effect.”
3.4 Produce a variety of media texts of some technical complexity for specific
purposes and audiences, using appropriate forms, conventions, and techniques.
(e.g. a class newspaper for parents, a class magazine for students in a lower
grade, a multimedia report on a unit of study for geography, a website about the
school for new students, a movie poster, an advertisement for a new product, a
theatre review with commentary on the use of conventions and techniques for a
class/school newspaper; a scene for a film based on a prose narrative, two media
texts on the same subject using different media forms).
y
Language Grade 8
Listening
Listening to
Understand –
Active
Listening
Strategies
Listening to
Understand –
Presentation
Strategies
1.2 Demonstrate an understanding of appropriate listening behaviour by adapting
active listening strategies to suit a wide variety of situations, including work in
groups (e.g. follow the conversation and make relevant contributions in a group
discussion; express interest in what is being said by commenting and
questioning.
1.9 Identify a wide variety of presentation strategies used in oral texts, evaluate
their effectiveness and suggest other strategies that might have been as effective
(e.g. compare two oral presentations, with a focus on the effectiveness of the
presentation strategies used by each speaker).
177
Appendix F
(Revised)
Language Grade 8
y
Speaking
Speaking to
CommunicateInteractive
Strategies
Speaking to
CommunicateClarity and
Coherence
Speaking to
CommunicateAppropriate
Language
Speaking to
CommunicateVisual Aids
2.2 Demonstrate an understanding of appropriate speaking behaviour in most
situations, using a variety of speaking strategies, and adapting them to suit the
purpose and audience (e.g. paraphrase different points of view on an issue to
clarify alternative perspectives; affirm the contributions of others before
responding; avoid making highly personal remarks in public or in formal
situations).
2.3 Communicate orally in a clear, coherent manner, using a structure and style
appropriate to the purpose, the subject matter, and the intended audience (e.g.
combine logic with an appeal to emotion in a charity fund-raising speech; use a
cause-and–effect structure in a report on the rise of political movement or the
emergence of a contentious Aboriginal issue).
2.4 Use appropriate words, phrases, and terminology from the full range of their
vocabulary, including inclusive and non-discriminatory language, and a range of
stylistic devices to communicate their meaning effectively and engage the interest
of their intended audience (e.g. use imagery, figurative language such as similes
and analogies, and other stylistic elements such as idioms and onomatopoeia to
evoke a particular mood in a dramatic monologue or an appeal for support).
2.7 Use a variety of appropriate visual aids (e.g. photographs, multimedia,
diagrams, graphs, charts, costumes, props, artifacts) to support and enhance oral
presentations (e.g., use a chart to clarify the order of events in a report about a
scientific breakthrough; use a video clip from an animated cartoon to show how
sound is used to complement the image).
Language Grade 8
Media Literacy
Understanding
Media Texts –
Responding to
and Evaluating
Texts
Creating
Media Texts –
Producing
Media
y
1.3 Evaluate the effectiveness of the presentation and treatment of ideas,
information, themes, opinions, issues, and/or experiences in media texts (e.g.
explain how a series of newspaper stories on a controversial issue captured and
maintained their interest; explain the similarities and differences in the treatment
of a particular topic or theme in different media texts and evaluate the relative
effectiveness of the treatments; as a class, evaluate the media’s coverage of a
social or environmental issue over a two-week period).
3.4 Produce a variety of media texts of some technical complexity for specific
purposes and audiences, using appropriate forms, conventions, and techniques
(e.g. a multimedia presentation examining two or more elements of a narrative,
such as the theme, plot, setting, or character’; a one-minute video advertising a
class fund-raising project; a website based on the content of a unit of study; a
report on school sports events to be presented during morning announcements).
178
Appendix F
(Revised)
Rationale: The Arts
“Education in the arts is essential to students’ intellectual, social, physical, and
emotional growth. Through the study of music, visual arts, and drama and dance,
students not only develop the ability to think creatively and critically, but also develop
physical coordination and the ability to work both independently and with others. In
addition, the creative and practical work encourages students to express themselves in
both verbal and non-verbal ways, and can enable them to discover and develop abilities
that can prove to be rich sources of pleasure later in life.”
The Ontario Curriculum Grades 1 - 8, The Arts, 1998, Pg. 5.
The Arts outlines three major areas of student learning:
• Music
• Visual Arts
• Drama and Dance
Within each area, learning outcomes are designated for grades 1 - 8. The B.O.Y.S.
Program focuses on the outcomes for Drama and Dance, Grades 7 and 8.

The Arts
Drama and Dance
Grade 7
Solve, in various ways, a problem
Overall
that is presented through drama
Expectations
and dance, and explain ways in
which each solution is effective.
Demonstrate understanding of the
motives of characters they
interpret through drama and
dance (e.g. explain the motives
and accurately represent the
Knowledge
attitudes of a character through
of Elements
voice quality, gestures and body
movements.
Grade 8
Critique solutions to problems presented in
drama and dance.
Make decisions in large and small groups, and
defend their artistic choices.
Identify and evaluate the variety of choices
made in drama and dance that influence
groups to make different interpretations or
representations of the same materials.
Write a role for a character using various
dramatic forms (e.g. monologue, speech, radio
or television broadcast), showing
understanding of the complexity of a dramatic
situation and using appropriate vocabulary,
tone, and voice for the character portrayed.
179
Appendix G
Appendix G
Developmental Milestones for Youth
Ages 12-14
180
Appendix G
Physical Development
In this developmental stage boys are going through the changes associated with puberty.
Generally girls are about 1-2 years ahead of boys in their physical development. Growth spurts
occur; hands and feet grow first, sometimes creating a problem with clumsiness potentially
resulting in embarrassment. Acne, voice changes, growing taller and stronger and hair growth are
all happening as well. Some boys may not be growing and changing as quickly as others and vice
versa which may lead to feelings of self-consciousness about their bodies.
Social Development
Erik Erikson, in his Eight Stages of Psychosocial Development (“OISE, Course 3506”, 2001)
identified the challenge of early adolescence (ages 12+) as identity versus role confusion.
Essentially, youth in this stage are struggling to figure out their place in the world. What do they
want to do? Who are they? What do they believe in? If they fail to figure out these questions
they will experience role confusion, which may lead to maladaptive behaviours (e.g. drug use,
self-deprecation, eating disorders and depression). Relationships with peers become very
important and have a strong influence on actions and opinions, often diminishing the influence of
parents. Youth may begin to challenge the parents/guardian’s authority causing conflict in the
home. Youth will often begin to develop rituals, rules, secret codes and languages with friends.
The desire to participate in groups or clubs is common, in order to feel a sense of belonging.
Emotional Development
As a result of puberty, hormones become very active contributing to mood swings and an
increased interest in developing emotional and romantic relationships with peers. Young men are
beginning to develop an understanding of how to control and use words to express their
emotions. They may begin to show less affection towards their parents/guardians and family
members. The pressure from new responsibilities such as school, peers, parents, and other
commitments can become overwhelming and stressful at this stage. Development of
maladaptive behaviours is common and is something that the facilitator should continually be
assessing in group members.
181
Appendix G
Cognitive Development
The age of 12 years old and beyond is known as the formal operations stage of cognitive
development (Heffner, n.d.). In this stage, youth are developing the ability to move from
concrete ideas to more abstract thought, potentially developing theories or future-oriented ideas.
They begin to form opinions about their world and do not accept what they are told by others as
fact. They are interested in finding out facts for themselves. This can often create conflict at
home with parents/guardians. Young people’s ability to express feelings and thoughts through
talking with others is improving. Justice and equality may become important issues as they
begin to explore different topics and abstract points of view. They enjoy playing with ideas as
much as playing sports or doing other activities. They may be interested in reading fictional
stories and develop new hobbies.
The Abstract Stage of Learning
Young teens, ages 12-14 years, move from concrete to more abstract thinking (Karns and MyersWalls, n.d.). Youth in the abstract stage of learning are capable of introspection (thinking
critically about their thoughts), logical thinking (considering all important variables and forming
conclusions), abstract thinking (going beyond the real to the possible), and hypothetical
reasoning (formulating hypothesis, examining the evidence, and determining if they are correct).
Often they will use symbols so that words can carry double or triple meanings showing
flexibility in their thinking.
182
Appendix H
Appendix H
Learning Styles
183
Appendix H
Learning styles refer to how a person takes in, understands and remembers information. Some
boys will learn better by looking at a video, others will learn better by listening to information;
but most boys learn through activity. They learn by doing. It may be necessary to discuss with
the boys how they like to learn new things. Most boys are spatial learners and need more space
to spread out books and pencils. Generally, they are kinesthetic learners and move around more
than girls (Blundin, n.d.).
It is important to consider that there will be many different learning styles represented in a group
of boys. Keep this in mind when you are planning each session. You may want to structure each
session in such a way that the activities incorporate the various different learning styles of your
specific group. This will enhance the effectiveness of the session and facilitate the ability of
group members to understand, remember and assimilate the information being presented.
Dunn and Dunn (1992) pioneered the visual, auditory and kinesthetic model of learning styles
and explore practical strategies in the book entitled, “Teaching Secondary Students Through
Their Individual Learning Styles: Practical Approaches for Grades 7-12.”
Lay (n.d.), in an article on learning styles, outlines characteristics of kinesthetic, visual and
auditory learners as follows:
Kinesthetic learners
• Require a practical ‘hands on’ approach
• Learn by doing not by observing
• Have difficulty sitting still for long periods of time
• Enjoy dismantling things to see how they operate
• Activities such as skits or plays enhance participation and interest in learning
• Have good eye-hand coordination
184
Appendix H
Visual Learners
•
•
•
•
Visual learners are observers
Handouts which use pictures increase the effectiveness of their learning experience
Learn skills by watching demonstrations or a video/DVD without having to actually do the
activity
May find phonics challenging
Auditory learners
•
•
•
Auditory learners are the captive audience in the group
Repetition of auditory activities assist them to learn facts and remember concepts (e.g.
reading poems, listening to songs)
May find reading a challenge. However, if they have to read out loud they are generally able
to do it well
185
Appendix I
Appendix I
Stereotypes
186
Appendix I
Definitions:
Stereotype: “A fixed, commonly held notion or image of a person or group, based on an
oversimplification of some observed or imagined trait of behaviour or appearance.”1
Stereotype: “In modern usage, a stereotype is a simplified mental picture of an individual or
group of people who share certain characteristics (or stereotypical) qualities. The term is often
used in a negative sense, and stereotypes are seen by many as undesirable beliefs which can be
altered through education and/or familiarization. Stereotypes are common in the world of drama,
where they are often used as a form of dramatic shorthand.”2
Examining the Idea of Stereotypes
Stereotypes:
•
•
•
are not based on scientific evidence
do not take into account individual differences
are categories which most often do not accurately describe an individual’s background,
personality or preferences
Examining the Effects of Stereotypes on the Individual
Stereotyping can lead to discrimination:
•
•
The individual may be refused privileges, rights, or treated unfairly because of their behaviour,
gender, sexual orientation, age, culture or religious beliefs
Discrimination can involve strong emotions such as anger, hate, sadness, or frustration and
may involve violent acts targeted at a specific group (e.g. hate crimes against a certain
religious group)
1
Stereotype Definition. (n.d.). Retrieved August 1, 2006 from
www.media-awareness.ca/english/special_initiatives/toolkit/stereotypes/what_are_stereotypes.cfm
2
Stereotype Definition. (n.d.). Retrieved September 20, 2006 from http://en.wikipedia.org/wiki/Stereotype
187
Appendix I
•
•
Stereotypes unfairly group people into categories which may not accurately describe them.
This can limit the individual’s ability to fit into certain settings or situations and may result in
marginalization (e.g. boys are not supposed to play with girls’ toys)
Stereotypes can create perceived limits on the expected roles men and women play in society
(e.g. men are the bread winners while woman stay at home with the children)
Real Boys: Rescuing Our Sons from the Myths of Boyhood
William Pollack, (1998) in his book “Real Boys: Rescuing Our Sons from the Myths of
Boyhood” (pages 23-24), discusses the “Boy Code” which outlines common societal images that
boys are exposed to regarding how they should behave. Professors Deborah David and Robert
Brannon as cited by Pollack (1998) outline four basic male behaviour models or stereotypes:
In the “sturdy oak” model, men are stoic, stable, confident and independent. They do not show
weakness or pain and do not cry or complain
In the “Give ‘em” heck 3 model, men are shown as macho, high-energy, daring, violent supermen with lots of bravado
In the “big wheel” model, boys and men act cool as if everything is fine and under control,
even if it isn’t. Status and power are associated with this image. Feelings of failure,
unhappiness or shame are avoided
In the “No sissy stuff” model, boys and men are not allowed to express feelings or behaviours
that show dependence, warmth or empathy as these qualities are labeled as being “feminine.”
Boys often block out and repress these feelings. If they do display such feelings or behaviours,
they are often labeled as “sissies” and ridiculed for their failure to act and feel in stereotypical
masculine ways.
3
Model title adapted
188
Appendix J
Appendix J
Community Safety and Crime Prevention
Council
189
Appendix J
The posters used in this manual are used courtesy of the Region of Waterloo Community Safety
and Crime Prevention Council. These posters are from the “Look Deeper” Campaign 2004.
CAMPAIGN TO HIGHLIGHT ASSETS IN YOUTH
COMMUNITY SAFETY & CRIME PREVENTION COUNCIL LOOK DEEPER
CAMPAIGN 2004.
By Christiane Sadeler
The Community Safety & Crime Prevention Council (CS&CPC) is a multi-disciplinary group of
people who want to increase community safety by making crime prevention everyone's
responsibility. The Waterloo Region CS&CPC is part of a broader national strategy to prevent
crime by attending to the social situations out of which crime arises. From the beginning, the
Council acknowledged the need to pay particular attention to children and youth. It was clear that
working preventatively meant reaching into the future and working with and for future
generations. Using the African proverb: "It takes a whole village to raise a child" as its mantra, a
team was formed at the Council's inception to make recommendations concerning children and
youth. One of the major recommendations from the team that still informs the work of the
Council today is to destigmatize the public's image of youth.
With a mandate to raise awareness about the root causes of crime and educate service providers
and members of the public in building the capacity to prevent crime, the Council believes it’s
important to be keenly aware of the social environment we create for young people. Our social
structure mirrors to citizens and communities what we value and how we set priorities. When a
community demonstrates that it places a high value on the well-being of its children and youth,
the impact will be felt by all now and in the future. The tools to stop crime before it happens
often lie within the reach of ordinary citizens and can be found in social actions that ensure a
strong community. The Developmental Assets Model encourages everyone to contribute to
making life better for kids and to build a stronger community through positive involvement and
interactions with young people. Building assets is an important form of crime prevention.
To this end, the CS&CPC, with the expertise and generous support of Quarry Integrated
Communications, has recently launched a visual media campaign to promote the importance of
valuing youth and to draw attention to what teens have to offer. It is a reminder for adults to look
beyond the stereotypes generally associated with young people, and to recognize youth as a time
of change, opportunity and strength.
190
Appendix J
There are three images in this first phase of the campaign – all pictures of young people attached
to the messages ‘I am worthy’, ‘I am strong’, or ‘I am smart’. These may not be messages the
general public is accustomed to hearing with regards to teens and crime prevention, but it’s a
refreshing and encouraging direction. The intention of this first phase of a larger media campaign
is to make people stop and think about their reactions to and interactions with young
people and begin to connect them to crime prevention.
The poster campaign was complimented by a series of newspaper and bus ads, and will be
followed by TV and radio commercials all built upon the same concept. Together these methods
have broad reach and impact and help to empower the citizens of Waterloo Region to think
positively about young people.
In 2004, the Look Deeper campaign was awarded an ICON Advertising Award for Best Print
Educational piece for not-for-profit organizations.
For more information on this and other work of the Waterloo Region Community Safety and
Crime Prevention Council visit: www.preventingcrime.net, or contact the CS&CPC office at
519-883-2304.
191
Appendix K
Appendix K
Developmental Assets
192
Appendix K
193
Appendix L
Appendix L
Guest Speakers
194
Appendix L
You may know someone interesting who would be willing to come speak to the group. If you
don’t, here are some possible sources for guest speakers:
The Men’s Network of Waterloo Region
The following members of the Men’s Network of Waterloo Region are willing to be contacted:
• Glenn Pascoe - Telephone: 519-885-3330; e-mail: [email protected]
• Peter Hymmen - Telephone: 519-880-8222; e-mail: [email protected]
• John Schneider Jr. -Telephone: 519-884-0000; e-mail: [email protected]
• Barry Lillie - E-mail: [email protected]
• Trevor Bridge – Telephone: 519-893-2861; e-mail: [email protected]
• Walli Sawatzky – Telephone: 519-578-5155; e-mail: [email protected]
• Alex Smart – Telephone: 519-743-6071 ext: 213; e-mail:
[email protected]
Business & Education Partnership of Waterloo Region
This organization facilitates collaboration and builds alliances among business, education and
training, labour, government and community organizations. They have an interactive website
where you can search for and book speakers on different subjects. If you cannot find exactly
what you are looking for on the website, they encourage you to contact them directly.
Website:
E-mail:
Telephone:
Address:
www2.bus-edpartnership.org
[email protected]
519-888-9944
295 Hagey Boulevard
The Accelerator Centre, Suite 16
Waterloo Ontario
N2L 6R5
Staff:
Sherryl Petrecevic, Executive Director
519-888-9944 x25
Christine Dwyer, Program Manager
519-888-9944 x47
Julie Dreisinger, Program Coorindator
519-888-9944 x27
195
Appendix M
Appendix M
References
196
Appendix M
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http://www.partnershipforlearning.org/article.asp?ArticleID=1714
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Education at http://home.oise.utoronto.ca/~bdurell/erickson.htm
Dunn R. and Dunn K., (1992). Teaching secondary students through their individual learning
styles: Practical approaches for grades 7-12. Toronto: Allyn and Bacon.
Gurian, M. (1999). A fine young man: What parents, mentors and educators can do to shape
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Heffner, C. (n.d.). Personality development- cognitive development in children. Retrieved July
31st 2006 from http://allpsych.com/psychology101/development.html
Jhally, S. (Director). (1999). Tough guise: violence, media and the crisis in masculinity (Motion
picture). (Available from Media Education Foundation, 26 Center Street, Northampton,
MA 01060)
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for 4-H leaders. Department of Child Development and Family Studies, Purdue
University. Retrieved July 31st 2006 from
http://www.ces.purdue.edu/extmedia/NCR/NCR-292.html
Lay, K. (n.d.). Recognizing and responding to your child’s learning style. Retreived November
11, 2005, from http://www.partnershipforlearning.org/article.asp?ArticleID=2113
Ministry of Education and Training. (1998). The Ontario curriculum grades 1-8 health and
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Ministry of Education and Training. (2006). The Ontario curriculum grades 1-8 language
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Ministry of Education and Training. (1998). The Ontario curriculum grades 1-8 the arts.
Toronto: Queen's Printer for Ontario, 1998
Ministry of Education and Training. (1999). Choices into action guidance and career education
program policy for elementary and secondary schools. Toronto: Queen's Printer for
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197
Appendix M
Nonverbal Communication. (n.d.). Retrieved March 20, 2007, from Chapman University at
http://www1.chapman.edu/comm/comm/faculty/thobbs/com401/nonverb.html
Pollack, W.S. (1998). Real boys: Rescuing our sons from the myths of boyhood. New York:
Henry Holt.
Posters – Region of Waterloo Community Safety and Crime Prevention Council from “Look
Deeper” Campaign 2004. See www.preventingcrime.net
Raphael, D. (1993). Self esteem and health, should it be a focus? (Issues in Health Promotion
Series #6). Toronto, Canada: University of Toronto, Centre for Health Promotion.
Roehlkepartain, E.C. (2001). Connecting with boys, closing the asset gap. Assets Magazine,
Summer 2001. Retrieved May 10, 2005, from http://www.searchinstitute.org/assetmag/summer01/boys.html
Stereotype Definition. (n.d.). Retrieved August 1, 2006 from www.mediaawareness.ca/english/special_initiatives/toolkit/stereotypes/what_are_stereotypes.cfm
Stereotype Definition. (n.d.). Retrieved September 20, 2006 from
http://en.wikipedia.org/wiki/Stereotype
Toomey, M. (1996) Learning How To Be True To Our Emotions Without Being Abusive To
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198
Appendix N
Appendix N
Suggested Reading
199
Appendix N
Suggested Reading
American Medical Association. (2006). Boys guide to becoming a teen. San Francisco: JosseyBass.
Cox, A. (2006). Boys of few words: Raising our sons to communicate and connect. New York:
The Guilford Press.
Jones, V. and Jones L. S. (1995). Comprehensive classroom management: Creating positive
learning environments for all students (4th ed.). Toronto: Allyn and Bacon.
Kindlon, D. and Thompson, M. (1999). Raising cain: Protecting the emotional life of boys. USA:
Ballantine.
Newkirk, T. ( 2002). Misreading masculinity:Boys, literacy and popular culture. Portsmouth,
NH: Heinemann.
Oesterreich, L. (1995, February). Ages & Stages- nine through eleven-year-olds. In L.
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National Network for Child Care
http://www.nncc.org/Child.Dev/ages.stages.9y.11y.html#anchor371485
Pollack, W.S.(2001). Real boys workbook. New York: Villard.
Roberts, J. (2003). The rationale for male gender-specific health promotion programs.
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South Carolina Department of Mental Health. Child development resources for parents and
teachers. Retrieved September 20, 2006 from
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Zimmerman, B. (2005). 100 things guys need to know. Minneapolis, MN: Free Spirit Publishing
Inc.
200