Confidentiality
Purpose: To be utilized as an introduction for Confidentiality and Ethics for the Peer
Helpers.
Age: Elementary, middle, high school, higher education
Materials: Toothpaste, Paper Plate, Napkins
Introduction:
1.Talk to the peer helpers about confidentiality and ethics. Go to NAPPP Programmatic
Standards and Ethics (May also want to use local guidelines)
2. Have one of the participants push toothpaste on to paper plate
3. Ask volunteers to come up and try to get toothpaste back into the toothpaste tube.
4. Lead a discussion around why you can't get it back and what does it mean as far as confidentiality. Let the participants come to their own conclusion-- "You can't take it back once it is out".
Ethical Dilemmas
(A CODE OF ETHICS IS AN AGREEMENT AMONG THOSE WHO
COMMIT TO THE PROGRAM AS TO THE NORMS THAT SHALL
GUIDE THEIR BEHAVIOR DURING THEIR INVOLVEMENT IN THE PROGRAM.)
Peer Helpers shall be people of personal integrity. NAPPP believes peer
helpers will……..
1. Embrace the philosophy that peer helping is an effective way to address the
needs and conditions of people.
2. Respect the individuals right to dignity, self-development, and self-direction.
3. Model positive behaviors and life choices (e.g., no substance use/abuse).
4. Embrace the concept of service to others for the good of the community.
5. Maintain confidentiality of information imparted during the course of program
related activities with the exceptions of child abuse, sexual abuse, family
dysfunction, psychotic behavior, harm to self and others, and drug and alcohol
abuse.
6. Refrain from tackling situations for which they have no training and preparation
(e.g., peer mediation, tutoring, etc.).
7. Recognize, report, and know techniques to deal with stated or implied threats to
their emotional or physical well being.
Framework for Examining Ethical Issues
• Gather facts—separate fact from opinion
• Consider who is involved—who is affected by the decision making
process
• Identify key issues
• Evaluate options and alternatives (consult with others)
• Decide on the best course of action.
Example of an Elementary Ethical Dilemma
Amy has been tutoring a first grader in reading. Amy is a 5th grader. The first grader
James has been sharing with Amy that he does not want to go home because his mother
is drinking alcohol and starts yelling at him when he gets home. He often does not get
anything to eat because Mom falls asleep. Amy is very worried about James and does
not know what to do. She comes to the peer program educator to discuss the issue.
By following the Framework, identify the steps you would go through to deal with
the ethical issue.
Send your responses to nappp@sbcglobal.net. Next month, the
framework will be discussed and steps identified.
Ethical Considerations for Elementary Peer Programs:
• Confidentiality
• Referral Process for things such as violence, physical, sexual abuse, drug and
alcohol problems, illegal acts, serious emotional problems, and suicidal threats
• Role Model for other students
• Appropriate Application of Student Skills
• Transfer of skills to Daily Life
Be sensitive to what activities might cause peer helpers stress. Ideal activities
for this age are:
• Tutoring
• Friendship Work
• Simple Problem solving
• Resolving Conflict
• Goal Setting
• One-on-one helping
• Leading Discussions in small groups or classroom
“Teaching Feelings Awareness to children”
The following ideas are from the activity with Broward County NAPPP TI training.
The adult leaders were strengthening training skills. One group facilitated a training on “Feelings” which is an introduction to active listening training.
Materials:
1. Sticky notes
2. Pens
Time: 10 minutes.
Directions:
1. Adult Peer Professional discusses the importance of listening for feelings in others.
The first step is to recognize feelings in others. The Adult Peer Professional demonstrates
two or three feelings as role play and asked the participants to identify the feelings.
2. Give to the peer counselors in training each a “sticky note” with a feeling word on it
such as: anger, mad, happy, sad, surprised, worried, frustrated and others.
3. Ask each peer counselor in training to role play that feeling.
4. Other peer counselors in training guess the feelings that are being role played.
5. Give rewards after each peer counselor in training as they act out a feeling.
6. Facilitate a discussion around feelings and how important it is to recognize as part of
listening.
7. Homework sheets include asking the peer counselors in training to write examples of
observing feelings in others which includes names, facial characteristics, voice tone and
the situation.
8. Next training session will practice listening to feelings of others.
_____________________________________________________________________________
Middle/High School
Confidentiality
Purpose: To be utilized as an introduction for Confidentiality and Ethics for the Peer
Helpers.
Age: Elementary, middle, high school, higher education
Materials: Toothpaste, Paper Plate, Napkins
Introduction:
1.Talk to the peer helpers about confidentiality and ethics. Go to NAPPP Programmatic
Standards and Ethics (May also want to use local guidelines)
2. Have one of the participants push toothpaste on to paper plate
3. Ask volunteers to come up and try to get toothpaste back into the toothpaste tube.
4. Lead a discussion around why you can't get it back and what does it mean as far as confidentiality. Let the participants come to their own conclusion-- "You can't take it back once it is out".
The Knot
Material Needed: None
Time Required: 15-30 minutes, depending on the size and speed of the group
Group Size: 8-200
Purpose: Team building, problem solving skills, communication
If the group is really big, split them up into smaller groups. If there are too many people in a human knot it becomes extremely difficult. Groups of 10-12 are ideal.
Arrange group members in a circle, standing shoulder to shoulder.
Tell everyone to put their right hand up in the air, and then grab the hand of someone across the circle from them.
Everyone then puts their left hand up in the air and grabs the hand of a different person.
Check to make sure that everyone is holding the hands of two different people and that they are not holding hands with someone directly next to them.
Tell group members to untangle themselves to make a circle without breaking the chain of hands. If group members break the chain they need to start over. Note:
You can give teams a time limit on this activity to make it more challenging.
You can also mute/ blindfold participants throughout the activity.
Instead of making groups start over when the chain is broken you can create penalties like blinding or muting a group member.
Debrief/ discussion questions:
How did it feel to be successful/ unsuccessful?
How did it feel to be mute? Blind?
What strategy did your team end up using to complete the task?
Who were the leaders in this activity?
Did the team reach consensus on a plan of action?
What process did the team go through to reach consensus?
How do you feel your team communicated during this activity?
Johari Window
Johari
Window is a model for explaining the different ways people approach self
awareness and feedback. It was designed by two California psychologists, Jo Luft
and Harry Ingham (hence Jo-Hari) and published in 1959.Originally, Luft,
devised a psychological tool for self-help groups in which an individual and his or
her observers were given a list of 56 adjective. Both the person and
observers then selected 5-6 adjectives that fitted their view of the subject. These
adjectives were then mapped onto a grid.
The Four
Panes of the Johari Window
The grid
on which the adjectives were plotted looks like a square composed of Four windows.
One way to understand the grid is to imagine yourself as the subject looking in
from the left and your observers looking down from the top. You can only both
see so far, your line being vertical from top to bottom and their line being
horizontal from side to side. Now you have a window with four panes
showing
the following:
• At the
top left, things that are known to you and known to others. In Luft and Ingham's
self-help groups, this is where adjectives selected by both you and your observers
would go. This is your “open” area.
• At the
top right, things that are known to others but not you. These would be adjectives
selected by your observers but not you. This is your “blind spot” area.
• At the
bottom left, things that are known to you but not others. These would be adjectives selected by you but not others and
is your facade, hidden, or mask area.
• At the
bottom right, things that are not known to others or you, such as things
that either remain as potential or well and truly hidden.
This is your unknown area.
The Johari Window in
Self-Development
The
primary use of the Johari Window is as a tool for self-development, and it can
aid in the development of self-understanding and action planning
for those with whom we work. It can assist in identifying blind spots,
being more willing to open up hidden areas, and exploring unknown areas.
People who
are in the process of enlarging their open areas for themselves and others
are usually regarded as happier, more giving, and with better relationships.
Listed
below are (1) the original list of 55 positive adjectives used to develop the scale; and
(2) a newly developed list of negative adjectives that can be used to describe individuals.
Either list can be copied and handed to clients to aid in adjective
selection.
Positive
Adjectives
able accepting
adaptable bold brave calm caring cheerful clever complex
confident dependable dignified energetic extroverted
friendly giving happy helpful idealistic independent ingenious
intelligent introverted kind knowledgeable logical
loving mature
modest nervous observant organized patient powerful
proud quiet reflective relaxed religious responsive searching
self assertive self conscious sensible sentimental shy silly spontaneous sympathetic tense trustworthy
warm wise witty
Negative
Adjectives
callous insecure
hostile needy ignorant blasé embarrassed insensitive dispassionate inattentive intolerant aloof
irresponsible selfish unimaginative
irrational imperceptive loud self-satisfied over dramatic unreliable
inflexible glum vulgar unhappy inane distant chaotic vacuous passive
dull timid unhelpful brash childish impatient
panicky smug
predictable foolish cowardly simple withdrawn cynical boastful
weak unethical rash violent humorless
No Place for Hate School:
Group Action Planning with Students
Anti-Defamation League
Objectives:
- Envision what the perfect school would be like
- Identify specific and realistic ideas that your group can
implement to address identified issues
- Prioritize action items
- Identify obstacles you will face in implementing each action item.
- Create a plan for your top action item that includes
2)
assignment of specific responsibilities
Requirements:
Time:
45-60 minutes
Materials: Chart Paper and
Markers or White Board
Directions:
1.
Prior to the activity, write "Making Our School No Place for
Hate" across the top of the sheet of chart paper. Draw three columns and number them 1, 2, and
3. Label the top of the columns in the
following manner: Column 1: "Problems"; Column 2, "Obstacles"; Column 3,
"Solutions."
2. Begin
by asking the group to imagine a school where ALL people treated each other
with respect. (teachers, staff, administrators, students, etc.) What would the perfect-respectful school look
like? Write the responses on a sheet of
chart paper and post it where it is visible throughout the activity.
3.
Ask the group to brainstorm what things they want to change to improve
the school and community. Write the
responses to Column 1 "problems."
Ask the students to use their vision of the "ideal" school to
guide them.
4.
Now, ask the group to brainstorm actions they can take as a group to
address those problems. Write the
responses in Column 3, "Solutions."
5.
Ask the group what factors might prevent them in moving form Column 1 to
Column 3 (implementing their solutions).
Write the responses to Column 2, "Obstacles."
6.
Ask the group to identify the top 1-2 ideas from the
"solutions" column they would most like to implement.
7.
Take those 1-2 ideas and brainstorm SPECIFIC and REALISTIC ways to
implement the ideas. Include ways to
overcome the obstacles.
8.
Divide into groups based on the number of action items you chose. Have each group create an action plan that
includes the following:
A.
Materials/Resources Needed
B.
Assignment of Tasks
C.
Timeline
9.
Comeback together as a whole group and have each small group present
their plan. Have the others group(s) make suggestions to improve the
plan.
10.
MAKE IT HAPPEN!!!
11.
Collect date from the activities that you can add to your evaluation for
the year.
Please remind
the peer helpers that "Creating change is not easy". It takes commitment, vision, courage,
persistence and positivity!
Perception Checking
A
great activity to use with peer helpers when discussing bias and perceptions is the
Perception Checking Activity from Conflict Resolution in Teacher Education or CRETE. The purpose of this activity is to help
students explore how they see others
and how they use perceptions to make judgments about others’ thoughts and
actions. Each person perceives the world in different ways and our uniqueness can
often be the cause of misunderstandings. Making our perceptions clear is the
key
to effective communication and true understanding.
Perception Checking has
three parts:
1.
Description-provide a description of
the behavior you observed.
2.
Interpretation-provide two possible interpretations
of the behavior.
3.
Clarification-ask for clarification
from the person about the behavior and
your
interpretations.
Example:
- Describe the behavior: When you were at your locker, I noticed you rolled your eyes…
- Provide an interpretation of the behavior: “You rolled your eyes because you were mad at me” or “You rolled your eyes because you were frustrated because you were late.”
- Request clarification: Which one were you feeling?
Scenario:
Your
best friend has not called or text you in a week. S/he has always called you
every
two days since middle school. You are
really concerned that s/he may
be
going through something and decide to go speak to him/her in the lunchroom
the
next day. When you walk up to the table,
your best friend turns his/her head
and
walks away with his/her tray.
1.
Describe the behavior you observed.
2.
Provide two interpretations of the behavior.
3.
Provide clarification.
No comments:
Post a Comment