DOWNLOAD Building Safe and Caring Schools Through Youth Action

Building Safe and Caring Schools through Youth Action

A guide for teachers and school staff

This resource was developed through a project undertaken with the support of the Government of Canada, provided through the Canadian International Development Agency’s Global Classrooms Initiative.

Canadian International

Agence canadienne de

Development Agency

développement international

Authors: Nicole Pakan & The Society for Safe and Caring Schools and Communities

The Society for Safe and Caring Schools and Communities 11010 142 Street NW, Edmonton T5N 2R1. © 2008 by the Society for Safe and Caring Schools and Communities. Published 2008. All rights reserved. Printed in Canada. Any reproduction in whole or in part without prior written consent of The Society for Safe and Caring Schools and Communities is prohibited. ISBN 978-1-897527-05-4

Building Safe and Caring Schools through Youth Action

A guide for teachers and school staff

Contents Introduction What is Youth Action? Why Youth Action?

1 1 2

Research Supporting Youth Action

3

Potential Youth Action Topics Global Citizenship/Global Issues Bullying, Harassment and Violence Relationship Aggression Diversity Restorative Justice—Classroom Conferencing Drug and Alcohol Addictions Gang Involvement Academic Achievement Youth Engagement Students Dropping Out—High School Completion Community Issues

5 5 6 6 7 7 8 8 9 9 9 10

Examples of Youth Action Projects Secondary Pilot Projects Elementary Pilot Projects Additional Youth Action Project Suggestions

11 11 14

Resources

16

Workshops for Parents and Teachers

20

Affiliate NGOs and Contact Information

22

Websites

24

Works Cited

26

Introduction

Through 12 years of research, program development, implementation and evaluation, the Society has concluded that the projects that have the greatest impact on young people are the ones that actively engage them in creating positive changes in their lives. This is particularly important when working with older youth. Youth Action is a tool to help youth decide what is important to them, decide what impact they would like to have on their schools and communities and take initiative to have a positive influence on their world.

What is Youth Action? Youth Action provides an opportunity within the school for youth to take an active role in identifying and addressing issues that are relevant in their school community. Youth participants conduct research among their peers and then develop, undertake and evaluate the projects that address the issues they uncover. The Society for Safe and Caring Schools and Communities consults with each school and provides support for students and their adult supervisors to carry out each step in the youth action process.

Building Safe and Caring Schools through Youth Action

1

Youth Action can be used as a class project or adopted by an extra curricular volunteer group—it is appropriate for any group of interested youth.

Why Youth Action? When looking at issues, particularly those with direct impact on their wellbeing, youth have a very different viewpoint than the adults around them. The opportunity to identify and examine issues with a youth lens can be extremely beneficial to the school community, “revealing aspects of school life that go unnoticed by adults but are significant to the students who the school aims to serve”. (Rubin & Jones, 2007)

The Youth Action Process Step 1 Participants attend Youth Action Workshop 1 where they become familiar with various aspects of Action Research. This includes training students to conduct focus groups as a means of data collection. Step 2 Participants attend Youth Action Workshop 2 where they learn how to develop, implement and evaluate an action plan that addresses the themes identified in their research. Once completed, the students can share their findings with their school and community.

Involvement in Youth Action projects helps students improve their research skills and knowledge in the area of their action plan. It provides a valuable opportunity for students to adopt a leadership role within their schools and communities and develop teamwork, communication and presentation skills. Research shows: youth action projects build academic, public speaking, decision-making and leadership skills while encouraging a sense of empowerment among youth. Both project and research participants begin to feel enfranchised and motivated to actively participate in their schools and communities, resulting in greater social connections and often higher education. (Park, 1993; Powers & Tiffany, 2006)

2

The Society for Safe and Caring Schools and Communities

Research Supporting Youth Action Youth, particularly between the ages of 13 and 18, experience great transitions and learn how to develop and express their own attitudes and opinions about the world around them. They are capable of identifying their own issues and developing creative and effective means of addressing them, but only when they are provided with opportunities to do so. When it comes to addressing youth issues, research has shown that: • Youth voices are not heard in many communities and there are few structured opportunities for youth to communicate concerns. • Many organizations rely on staff, rather than the youth themselves to identify youth issues. • Young people often feel frustration with the lack of progress made on youth issues. • There is often difficulty engaging at-risk youth or those from diverse cultural groups. (Public Health Agency of Canada. 2002)

Building Safe and Caring Schools through Youth Action

3

Where many projects have difficulty in reaching youth that lie outside mainstream demographics and interests, Youth Action provides opportunities to “engage youth, particularly underrepresented and disadvantaged youth, in critical exploration of issues that affect their lives inside and outside of school”. (Rubin & Jones, 2007) These projects have demonstrated success in building a range of social and academic skills in students because “they are embedded in purposeful and authentic work that connects with students’ lives in educationally positive ways, regardless of their backgrounds and achievement level”. (Rubin & Jones, 2007)

Best Practices for Working with Youth 1. Listen 2. Ask about their feelings and thoughts. Keep upto-date on what’s going on in their lives. 3. Resist temptations to take over; instead, help them develop the knowledge and skills they need for success. 4. Provide training for youth to adopt leadership roles and prepare them for decision-making. 5. Show respect 6. Give young people real information about the way the world works. (Adapted from Bell, 2006)

4

One of the greatest challenges for adult supervisors when working with youth on action projects is to “provide [youth] with the support and guidance they need, while not blocking or restricting their individual growth”. (van Linden and Fertman, 1998) To succeed in action projects, youth need the support of the adults around them, while still maintaining creative control and ownership of their initiatives. They need to know that their concerns will be taken seriously—that adults care about their opinions and have faith in their abilities. They also need to have knowledge of the resources open to them and help in identifying how they can take action in the school and community. (Head, 2002)

The Society for Safe and Caring Schools and Communities

Potential Youth Action Topics Global Citizenship/Global Issues There are a variety of potential research and action focuses and resources for building global citizenship or addressing issues of global concern. With this focus, students collaborate with non government organizations working on the topic of their choice to: increase their awareness of global issues; learn about how global issues impact their school, local community and the larger global community; and discover the positive impact their actions, as global citizens, can have on their school, their community and on the larger global community. For older students, the Society recommends focusing on one of more of the United Nations Millennium Development Goals, for elementary students, projects could focus on the topics of: child protection, human rights, peace building and conflict resolution, or respect for diversity. Millennium Development Goals Focus For schools that choose to focus on the United Nations Millennium Development Goals, student research and projects will focus on one or more of the following: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS malaria and other diseases 7. Ensure environmental sustainability 8. Develop a global partnership for development

Building Safe and Caring Schools through Youth Action

5

Bullying, Harassment and Violence Bullying has many forms, and as many students, teachers, parents and administrators are aware, often takes place far from adult supervision. By conducting a youth action project on bullying, harassment and violence, students can identify bullying trends in their school or community (for example if, when and where bullying is taking place) and design a project to raise awareness about behaviours and about how to deal with situations. There are a variety of resources available through the Society to assist students with this topic.

Relationship Aggression Relational aggression, for the purpose of this project is defined as “psychological, (social/emotional) aggression between people in relationships. Relational aggression is a form of aggression where the group is used as a weapon to assault others and others’ relationships. It is a covert form of aggression, used by both women and men of all ages.” (Wikipedia, 2008) The aim of this topic is to identify strategies for decreasing relational aggression by increasing student awareness and exploring positive options for addressing it. By exploring the issues through personal experiences, students become able to recognize relational aggression when it occurs and identify various problemsolving strategies.

6

The Society for Safe and Caring Schools and Communities

Diversity For schools that choose to focus on diversity, the student research and projects increase awareness and understanding of differences among peers. Student participants will look for ways to celebrate diversity and counteract prejudice in the school community. Racial and Cultural Prejudice This Youth Action project focus could increase awareness of different cultures or faiths in the school or community and/or examine the issues that newcomers face when joining the community and finding ways to support them. This will increase support for newcomers and help them integrate into the school community. Homophobia Focus For schools that choose to focus on homophobia, the student research and projects increase awareness and understanding of LGBTTQ (Lesbian, Gay, Bisexual, Transgendered, Transsexual and Queer) issues within their school and community. The main purpose of this youth action project is to build respect for sexual diversity while addressing the violence, bullying and harassment that is associated with homophobia. Through this focus students: • increase their awareness of LGBTTQ issues within the school and community; • learn how homophobia impacts the school and community; and • discover the positive impact that their actions can have on the school and community.

Restorative Justice—Classroom Conferencing Classroom Conferencing is an approach to restorative justice that emphasises reconciliation and interpersonal healing related to involvement in violence and other anti-social behaviours. The process helps students learn to accept responsibility, take into consideration the impact of their actions, and repair the harm caused to those affected by their behaviour.

Building Safe and Caring Schools through Youth Action

7

When this topic is selected as a focus for Youth Action, students learn about community conferencing as an alternative form of dispute resolution and strategies for restoration. For their project students could learn skills for peer mediation or how to facilitate community or classroom conferences among their peers.

Drug and Alcohol Addictions Substance abuse is a serious issue, particularly among young people who have yet to refine their decision making capabilities. Youth Action projects on this topic increase awareness of the affects of drugs and alcohol and encourage good judgement among their peers. For their action projects, youth can use the Expecting Respect peer education program to teach their peers about the dangers of substance use and abuse. The Expecting Respect program trains junior and senior high students to make classroom presentations on health issues.

Gang Involvement According to Public Safety Canada, “Canada has 434 youth gangs with roughly 7,000 members nationally…almost half (48%) of all youth gang members are under the age of 18. Most (39%) are between 16 and 18 years old” (2008). With an increase in gang involvement and related violence in some communities, it has rapidly become a priority youth issue. Youth that choose this focus will determine the factors that increase the likelihood of gang involvement in their school or community and create projects to decrease gang involvement. This might involve raising awareness about gangs and where youth could turn for help if they have become involved with gang activities. Or, this could involve the development of projects that address the risk factors themselves, reducing the likelihood that their peers would become involved in gangs in the future.

8

The Society for Safe and Caring Schools and Communities

Academic Achievement There are many factors that influence academic achievement— study habits, learning styles, self-esteem, involvement with bullying, family life, literacy, etc. By focussing on increasing academic achievement in their school, youth determine the factors contributing to low achievement and identify supports and services that would enable their peers to reach a higher level of academic success.

Youth Engagement In spite of the many great efforts of teachers, administrators, parents, and the community, some youth still feel detached. A focus on youth engagement investigates the reasons why students may not be feeling a connection to their school or community and identifies strategies for increasing youth engagement.

Students Dropping Out—High School Completion There are a variety of factors that influence high school completion, including: youth engagement, bullying, academic achievement, self-esteem, social issues and high economic growth. With the economic boom and the extensive availability of industry work, high school completion has become a serious concern for many Alberta schools. A Youth Action focus on high school completion could examine the reasons why students are dropping out of school in their community, and identifying whether programming or services could be introduced that would encourage students to remain in school to earn their diplomas. Building Safe and Caring Schools through Youth Action

9

Community Opportunities To contribute to the improvement of the community, many youth choose to create projects, often raising funds or collecting food or clothing to benefit the less fortunate in the community. Community projects could adopt a range of focuses, but the most important factor that impacts the success of youth projects in the community is the collaboration with non-government organizations and service providers. With this focus, youth would conduct research to determine priority needs and decide which specific topic they would like to adopt for their project. In partnership with community organizations, the youth would then plan and implement their projects.

10

The Society for Safe and Caring Schools and Communities

Examples of Youth Action Projects Secondary Pilot Projects Project Name: Words Hurt Focus: Homophobia School: Strathcona High School, Edmonton The Diversity Club of Strathcona is a student group that works to increase awareness and understanding of Lesbian Gay Bisexual Transgendered Transsexual Queer (LGBTTQ) and other diversity issues among youth at Strathcona High School. The aim of the group is to encourage youth and adults to model values that promote respect for differences and prevent prejudice. The Words Hurt awareness campaign addressed students’ use of homophobic language. Their research indicated that many students regularly used language that they weren’t aware was hurtful or prejudice. To address this, the project team created and distributed 100 T-shirts that displayed examples of language that is hurtful to others and the phrase “Words Hurt”. By raising awareness about what constitutes homophobic language, the project drew attention to the personal prejudice that students demonstrated by using that kind of language. The result was a noticeable decrease in the use of that kind of language in their school. Project Name: McNally Multicultural Week Diversity Focus: School: McNally High School, Edmonton The focus of this project was to increase awareness of the diverse cultural backgrounds among students at McNally High School and to decrease racist tensions among the various student groups. The research had indicated that some of the racial tension was a result of how little the students knew about their peers from different cultures. For their action project the students planned and hosted

Building Safe and Caring Schools through Youth Action

11

a multicultural week that showcased the collection of cultures represented at their school, culminating with a school-wide assembly where all cultures came together to celebrate their contribution to McNally. Project Name: The MDGs—From the Global to the Local Global Issues Focus: School: Terry Fox Junior High School, Calgary Members of the Terry Fox Junior High B.I.G. M. (Belonging, Independence, Generosity and Mastery) Club and students taking the leadership option course collaborated on a Youth Action project with a focus on global issues. Through their research, the students discovered that their peers were having difficulty understanding the significance of global issues in respect to their school and community. Since the Millennium Development Goals (MDGs) are often discussed with emphasis on the countries in the developing world, these students decided to create a project that raised awareness of the MDGs with a balance between local and global perspectives. Project Name: Breaking the Cycle of Poverty Global Issues and Human Rights Focus: School: Olds Junior/Senior High School, Olds Breaking the Cycle of Poverty was an education project that focussed on increasing student awareness of the Millennium Development Goals and the factors contributing to poverty. To increase the understanding of global issues among students at their school, the youth action team from Olds Junior/Senior High created a dramatic presentation with 10 foot high puppets to present to their peers. This puppet show was designed to educate participants about breaking the cycle of poverty through gender equity, education, and health care.

12

The Society for Safe and Caring Schools and Communities

Project Name: Stand Against Bullying Bullying Focus: School: Catholic Central High School, Lethbridge After determining that students in their school did not have a thorough understanding of bullying, the students from Catholic Central High School selected it as the topic for their Youth Action project. As a means of increasing awareness about bullying and reducing the occurrence of bullying in their school, this youth action team developed a video presentation for their peers. The video presents a bullying incident from three viewpoints—the bully, the victim and the bystander, and suggests ways of dealing with bullying when students experience or witness it. Project Name: Rumourised Focus: Verbal Bullying and Relational Aggression School: New Sarepta Community School, New Sarepta Although rumours can appear to be a normal part or school life, they can be extremely harmful— damaging self-esteem and making students afraid and no longer wanting to come to school. Often rumours escalate into a bullying relationship between those starting/spreading the rumours and the student(s) on whom the rumours are based. For their Youth Action project, students at New Sarepta Community School chose to raise awareness among students about how serious this problem can be—the impact of rumours on individual students and the larger school community. For their culminating activity the students hosted debates in their CALM and Health classes to start a dialogue about this important issue. Building Safe and Caring Schools through Youth Action

13

Project Name: Millennium Development Goals Awareness Campaign Focus: Global Issues/the Millennium Development Goals School: McNally High School, Edmonton To increase student and staff awareness and understanding of the Millennium Development Goals (MDGs), the Youth Action team at McNally High School created an eight-day awareness campaign. The campaign involved a series of activities that addressed a different Millennium Development Goal each day for eight consecutive school days. They created and displayed posters describing the featured MDG with definitions and interesting facts. They also included segments in their classroom announcements, on the school radio station and through other public venues. Project Name: Understanding Gay Youth Focus: Sexual Diversity and Discrimination School: W. P. Wagner High School, Edmonton To address issues of discrimination and homophobia in their school, and to promote acceptance sexual diversity, the students of W. P. Wagner High School formed the Nameless Club. This club created their youth action project to raise awareness among their peers about sexual discrimination. Their campaign included hosting a booth at the Wagner Market Day where they sold “rainbow cookies” and distributed posters, pamphlets and information about sexual diversity, their club and their goals. They also distributed posters and pamphlets on the National Day Against Homophobia to all of the students in psychology and CALM classes and to all of the W. P. Wagner teachers to display in their classrooms.

14

The Society for Safe and Caring Schools and Communities

Project Name: The MDGs and Recycling in Wabasca Focus: Environmental sustainability School: Mistassiniy Jr/Sr High School, Wabasca The focus of this project was to build environmental sustainability, and to contribute toward achieving the United Nations Millennium Development Goals, by developing a school and community recycling program in Wabasca, Alberta. For their action project, the grade 10 students at Mistassiniy School took a leadership role and not only designed the project but mentored younger students from St. Theresa and Oski Pasikoniwew Kamik elementary schools as well. The project culminated with a community open house at Mistassiniy School where studentled presentations provided an overview of the Millennium Development Goals and the Wabasca Recycling Project.

Elementary Pilot Projects Project Name: Diversity Day Focus: Peace Building and Diversity School: McKee Elementary School, Edmonton With a focus on peace building, elementary students in grades 4, 5 and 6 at McKee Elementary School conducted research and determined that the school would benefit from raising awareness about cultural diversity. To learn more about the topic, they attended presentations from local non government organizations to learn more about peace building and global citizenship. After their research was complete, the student group decided that they would organize a “Diversity Day” where students from different cultural backgrounds could

Building Safe and Caring Schools through Youth Action

15

showcase their cultural identities. The group created posters to promote the activity and computer presentations to deliver to the rest of the school. Project Name: The Extreme Community Clean-Up Focus: Building Respect for the School and Community School: Satoo Elementary School, Edmonton The students at Satoo School were concerned because they noticed that the community around their school was littered with garbage and debris. They identified this as a sign of a general lack of respect for the community, and decided to focus their Youth Action project on teaching respect for the community through a garbage clean-up. The school requested support from the City of Edmonton “Adopt a Block” program, which provided a clean–up kit that included: trash bags, gloves, a log book, safety guidelines and other supplies. The students and teachers at Satoo School felt that this project was a success as it taught everyone about the importance of respecting not only one’s own space but respect for the space that belongs everyone. Project Name: Creating a Positive Social Environment Focus: Peace Building and Conflict Resolution School: Vista Heights Elementary School, Edmonton Respect for the environment can take many forms. To some it might mean recycling, to others in might mean creating a safe environment emotionally, where everyone feels valued and safe. For their Youth Action project, the leadership team at Vista Heights Elementary School, decided to focus on creating a positive social and emotional environment at their school. After conducting research in the school, the team determined that the students at the school needed to get to know each other better and how differences among students can be a school strength. There was also a need for mentorship on the playground, where younger students could

16

The Society for Safe and Caring Schools and Communities

learn how to resolve conflicts peacefully. With peace building as their focus, both inside the classroom and on the playground, the Youth Action team planned two projects. The first project took the form of a talent show, where students could learn about one another’s strengths and uniqueness. The second project was to develop a “playground pals” program, where approximately 25 younger students will be trained, then paired with teacher supervisors, who will model positive conflict resolution skills on the playground. This project will be launched at the beginning of their next school year. The schools that participated in the Youth Action pilot for elementary schools found that as a result of the projects, the students were able to take ownership and accountability for making a difference to their schools and communities. Both staff and students have reported positive changes in the attitudes of both the Youth Action teams and the rest of the student population.

Additional Youth Action Project Suggestions For the School: • Hosting special presentations in the school on the action topic, involving representatives from: • The Ainembabazi Children’s Project • Amnesty International Youth Group. • The Canadian Hunger Foundation • Canada World Youth • CAUSE Canada (CC). • Change for Children Association (CFCA) • The Child Is Innocent Foundation • Habitat for Humanity/Global Village program • John Humphrey Centre for Peace and Human Rights • Leaders Today • United Nations Association in Canada • The University of Alberta’s BRIDGES program.

Building Safe and Caring Schools through Youth Action

17

For the Community: • Fundraising for local charities/community services such as: • Local food banks • Homeless shelters • The Mustard Seed • Protection shelters (humans and animals) • Youth emergency shelters • Other worthwhile organizations in the community • Working with local media to develop public service announcements for local media on action topic. • Organizing an Environmental Club or participating in local community cleanup, planting or public art programs. • Celebrating global awareness days in honour of Human Rights Day, Anti-Racism Day, International Women’s Day and Earth Day, etc.

18

The Society for Safe and Caring Schools and Communities

Resources Available from the Society for Safe and Caring Schools and Communities:

General Youth Action Resources/Materials The Society offers elementary, secondary and Aboriginal adaptations of the Youth Action Training that prepares students and/or their supervisors (teachers. administrators, school staff, parents, and other community members) to undertake student action research and action projects in their schools and communities (see workshops section below). In addition, the Society has the following resources available for participants of the SACSC Youth Action program: Promotional Materials: The Society has produced a poster, brochure, and bookmark to help youth promote their projects in their schools or communities. Implementation Bulletins: The Society has developed implementation bulletins for students and adults to provide tips and reminders about how to conduct research, facilitate focus groups, and design and implement projects, as well as supporting youth through each step (adults).

Bullying Prevention/Intervention • Preschool Bullying: What You Can Do About It—A Guide for Parents and Caregivers advises parents on what to do if their child is being bullied or is bullying others. • Bullying: What You Can Do About It—A Guide for Primary Level Students contains stories and exercises to help children deal with bullies and to stop bullying others. • Bullying: What You Can Do About It—A Guide for Parents and Teachers of Primary Level Students contains tips to help teachers and parents identify and respond to children who are involved in bullying. • Beyond Bullying: What You Can Do About It—A Guide for Upper-Elementary Students and Their Parents contains tips directed for students who are the victims, witnesses or perpetrators of bullying, and their parents.

Building Safe and Caring Schools through Youth Action

19

• Bullying in Schools: What You Can Do About It —A Teacher’s Guide describes strategies that teachers can follow to stop bullying in schools. • Beyond Bullying: A Booklet for Junior High Students explains what students should do if they are being bullied or if they see someone else being bullied. • Beyond Bullying: What You Can Do To Help—A Handbook for Parents and Teachers of Junior High Students defines bullying behaviours and suggests strategies that parents and teachers can follow to deal with it. • Bullying is Everybody’s Problem: Do You Have the Courage to Stop It? serves as a guide for senior high students. It defines bullying and provides advice on how to respond to it. • Bullying and Harassment: Everybody’s Problem—A Senior High Staff and Parent Resource advises parents and high school teachers on how to deal with bullying. • Bullying Tips for Students/Youth and Bullying Tips for Adults provides tips for Students provides strategies for young people who are being bullied or see others being bullied and Tips for Adults provides strategies for adults who think child may be bullied or may be bullying others. • Bullying Overview Presentation is a PowerPoint presentation, designed for Secondary students and older youth, that outlines violence and bullying issues and prevention. Teachers may use this presentation to discuss bullying with their students. The presentation includes: • Definition of violence and bullying • Root causes of bullying • Types of bullying • Consequences of bullying • Strategies to deal with bullying situations • Bullying research • Safe and caring schools and communities violence and bullying prevention programming

20

The Society for Safe and Caring Schools and Communities

Diversity • Safe and Caring Schools for Aboriginal Students—A Guide for Teachers provides teachers with suggestions on how to help students respect the unique culture of Aboriginal students. It also provides teachers with examples of how they can adapt their teaching styles to increase the success of Aboriginal students in their classes. • Safe and Caring Schools for Arab and Muslim Students—A Guide for Teachers provides teachers with suggestions on dealing with issues that specifically affect Arab and Muslim students, basic information about Arab culture and the Muslim faith as well as strategies teachers can implement to counter the harmful effects of stereotyping and discrimination. • Safe and Caring Schools for Lesbian and Gay Youth—A Guide for Teachers provides teachers with suggestions on how to support lesbian, gay, bisexual and transgendered individuals in the classroom • Safe and Caring Schools for Newcomer Students—A Guide for Teachers provides teachers with advice on creating a safe, caring and inclusive environment for students who have recently come to Canada • Safe and Caring Schools for Students of All Faiths—A Guide for Teachers provides teachers with suggestions on how to help students respect religious diversity and appreciate each other’s world views and customs. • Safe and Caring Schools for Students of All Races—A Guide for Teachers is intended to help teachers understand the very real issues faced by students of color and Aboriginal students and to offer them some strategies for helping students deal with racism.

Global Education • Building Peace from the Inside Out: A toolbox for preparing students for global citizenship is designed to help teachers expand their students’ knowledge about international development and global interdependency and develop an appreciation for different worldviews. It outlines nine crucial elements for developing a global education program and making curriculum connections. This booklet also contains examples of

Building Safe and Caring Schools through Youth Action

21

innovative school-wide activities that staff can use to encourage active global citizenship among their students.

Homophobia • Creating Safe, Caring and Inclusive Schools for LGBTQ Students: A guide for counsellors contains information, strategies and ethical guidelines presented in this resource are designed to help empower counsellors to strengthen a professional ethic of respect and caring, develop supports and services for LGBTQ students and to identify policy gaps or absences in school programming and services. • Creating Safe, Caring, and Inclusive Schools for LGBTQ Students: A Guide for School District Leaders suggests a process for creating safe environments for LGBTQ students, as well as guiding policies/legislation and resources for further inquiry.

Peer Education • Expecting Respect: The Peer Education Project—A SchoolBased Learning Model provides an overview of Expecting Respect, a project that trains junior and senior high students to make classroom presentations on establishing healthy social relationships.

Restorative Justice • Restorative Justice Community/Classroom Conferencing—A guide for parents and teachers provides an introduction to community/classroom conferencing as a key restorative justice strategy and a problem-solving approach for discipline in schools and communities.

22

The Society for Safe and Caring Schools and Communities

Workshops for Parents and Teachers Youth Action Training These half-day workshops prepare students and their teacher/ supervisor to implement the Youth Action program with a focus on the Millennium Development Goals. Both workshops 1 and 2 include a manual for teacher/supervisors as well as students. • Workshop 1—Action Research Students become familiar with various aspects of Action Research. This includes information on conducting focus groups as a means of data collection. After taking this workshop, the students conduct their research and prepare for workshop 2. • Workshop 2—The Next Steps: Student-led Action Students learn how to develop an action plan that addresses the themes identified in their research and implement and evaluate their plan. Once completed, the students report on their findings.

Toward a Safe and Caring Community Workshop These workshops are designed to help parents and other adults who work with children and teens model and reinforce positive social behaviour at school, at home and in the community. The topics include: Living Respectfully, Developing Self-Esteem, Respecting Diversity and Preventing Prejudice, Managing Anger, Dealing with Bullying and Harassment, and Managing Conflict.

Global Issues Workshops: Addressing Global Issues Through Youth Action This workshop introduces teachers to Youth Action and provide an overview of the student and teacher resources that could be used to promote a global perspective in their school. Youth Action—Global Education Focus These half-day workshops prepare students and their teacher/ supervisor to implement the Youth Action program with a focus on the Millennium Development Goals. Both workshops 1 and 2 include a manual for teacher/supervisors as well as students.

Building Safe and Caring Schools through Youth Action

23

• Workshop 1—Millennium Development Goals—Action Research Workshop 1 helps students become familiar with various aspects of Action Research with a focus on the Millennium Development Goals. This includes information on conducting focus groups as a means of data collection. After taking this workshop, the students conduct their research and prepare for workshop 2. • Workshop 2—Millennium Development Goals—The Next Steps: Student-led Action Workshop 2 teaches participants to develop an action plan that a focuses on one or more of the Millennium Development Goals or global themes identified in their research and implement and evaluate their plan. Once completed, the students report on their findings. NOTE: These workshops are available in an Aboriginal Adaptation. Global Issues: Non-government Organizations This workshop increase awareness and understanding of the role of Albertan and Canadian non-governmental organizations (NGOs). Through a web-quest, participants examine the Millennium Development Goals and research NGOs to identify their role pertaining to issues of governance, rights, citizenship and identity. Web-Based Micro Workshop—Becoming the Change We Want to See Web Quest The focus of this micro workshop is to develop a dialogue that examines teacher and school community knowledge, skills and attitudes about global citizenship and the importance of taking an active role toward a responsible future.

Global Issues Workshops Developed in Partnership (available through the Alberta Teachers’ Association) Our Circle and Beyond—Becoming Global Citizens in Elementary School This workshop provides opportunities for elementary teachers to enhance their understanding of the global connections and citizenship learning outcomes for social studies courses at the elementary level, particularly Grade 3.

24

The Society for Safe and Caring Schools and Communities

Our Circle and Beyond—Becoming Global Citizens in Secondary School This workshop gives secondary teachers an opportunity to enhance their understanding of the global connections and citizenship learning outcomes for social studies courses at the secondary level. Global Citizenship: Target 2015 This workshop increases participants’ awareness of, and ability to respond to such global educational issues as HIV/AIDS, gender equality, human rights, democracy, child protection and good governance. Participants examine the Millennium Development Goals set out by the United Nations and the objectives of the Canadian International Development Agency, by participating in an activity intended to generate ideas that they can use to help their students develop portfolios. Opening Pandora’s Box—Addressing Controversial Issues in Schools This workshop focuses on teaching students strategies that they can use not only to tackle controversial issues but also to solve daily problems. Strategies such as learning how to understand the perspectives of others, how to develop reasoned arguments and how to draw conclusions, will be demonstrated. The workshop will also look at ways to encourage students to move from apathy to a willingness to undertake social action. The Alberta Teachers’ Association offers a variety of additional workshop on related topics. For more information, please visit their website: Go to www.teachers.ab.ca/Professional+Development and click on Workshops, Courses and Presentations.

Affiliate NGOs and Contact Information The Ainembabazi Children’s Project (AIDS crisis in Africa) website: www.ainembabazi.org/ phone: (780) 975-1116 The Alberta Council for Global Cooperation website: www.web.net/acgc/ email: [email protected] phone: (780) 988-0200

Building Safe and Caring Schools through Youth Action

25

CAUSE Canada (CC). (international relief and development) website: www.cause.ca/ email: [email protected] phone: (403) 678-3332 Change for Children Association (CFCA) (global education) website: www.changeforchildren.org/ email: [email protected] phone: (780) 448-1505 The Child Is Innocent Foundation (sponsors 99 students to attend boarding school in Uganda.) website: http://www.thechildisinnocent.ca/ email: [email protected] phone: (780) 628-1386 John Humphrey Centre for Peace and Human Rights (human rights and peace) website: http://jhcentre.org/dnn/ email: [email protected] phone: (780) 453-2638 The Northern Alberta Alliance on Race Relations (NAARR) (cultural understanding, elimination of discrimination) website: www.naarr.org email: [email protected] phone: (780) 425-4644 United Nations Association in Canada Edmonton Branch (UNAC) (environment, human rights, disarmament, and development) website: www.edmonton.unac.org/html/main_page.html email: [email protected] phone: (780) 439-6292

26

The Society for Safe and Caring Schools and Communities

Websites Bullying • www.arts.yorku.ca/lamarsh/pdf/Making_a_Difference_in_ Bullying.pdf • www.bullyfreealberta.ca • www.bullying.co.uk • www.bullyingnoway.com • www.cyberbullying.ca • www.education.unisa.edu.au/bullying/ • www.education-world.com/a_lesson/lesson191.shtml • www.prevnet.ca • www.psepc.gc.ca/res/cp/res/bully-en.asp

Conflict Resolution and Restorative Justice • www.acrnet.org/ • www.coe.ufl.edu/CRPM/CRPMhome.htm • www.crinfo.org/ • www.safersanerschools.org/library/queanbeyan.html • www.schoolmediation.com • www.triune.ca • www.ucalgary.ca/resolve/violenceprevention

Global Issues, Diversity, Equity and Human Rights • www.acdi-cida.gc.ca • www.amnesty.ca , www.amnesty.org • www.bp208.ca • www.ccic.ca • www.cdp-hrc.uottawa.ca/eng/publication/index.php • www.cisv.org or www.cisv.ca • www.civnet.org • www.crin.org • www.citizens4change.org • www.cultivatingpeace.ca/main.html • cyberschoolbus.un.org • www.haguepeace.org • www.ibelievein.ca • www.iisd.org • www.oxfam.ca

Building Safe and Caring Schools through Youth Action

27

• www.pch.gc.ca/progs/pdp-hrp/inter/index_e.cfm • www.peacebuild.ca • www.racismnoway.com.au • www.savethechildren.ca • www.scarboromissions.ca/Interfaith_dialogue/index.php • www.teachers.ab.ca • www.un.org/rights/dpi1627e.htm • www.un.org • www.unac.org • www.unesco.ca • www.unicef.ca , www.unicef.org • www.worldvision.ca/Education-and-Justice/EducationalResources/Pages/Educational-Resources.aspx • www.web.net/acgc

28

The Society for Safe and Caring Schools and Communities

Works Cited Bell, J. (2006). Some guideline that can help all of us to practice adultism less frequently. Retrieved August 10, 2006, from http://www.tnoys.org/T&TAPrograms/CYD/BestPractices. html#Adultism. Head, S. (2002). I don’t care about the future (if I can’t influence it). In J. Gidley & S. Inayatullah (Eds.), Youth futures: Comparative research and transformative visions (pp. 209-216). Westport, Connecticut: Praeger Publishers. Park, P. (1993) What is participatory research? A theoretical and methodological perspective. In P. Park, M. Brydon-Miller, B. Hall, and T. Jackson (Eds), Voices of change: Participatory research in the United States and Canada (p. 1-19). Westport, CT: Bergin & Garvey. Powers, J. L. & Tiffany, J. S. (2006) “Engaging youth in participatory research and evaluation”. Journal of Public Health Management Practice. November supplement (S79-S87). Public Health Agency of Canada. (2002). Hearing the voices of youth: Youth participation in selected Canadian Municipalities. Retrieved August 3, 2006, from http://www.phac-aspc.gc.ca/dcadea/publications/youth_municipalities_e.html. Public Safety Canada (2008) Youth gangs in Canada: What do we know? Public Safety Canada. Accessed February 27, 2008. http:// www.publicsafety.gc.ca/prg/cp/bldngevd/2007-yg-1-en.asp#s3 Rubin, B and Jones M. (2007). “Student Action Research: Reaping the Benefits for Students and School Leaders”. NASSP Bulletin. Vol. 91, No. 4, December 2007. (pp. 363-378) “Relational Aggression” Wikipedia. 2008. Accessed February 26, 2008 http://en.wikipedia.org/wiki/Relational_aggression Van Linden J.A. & Fertman, C.I. (eds) (1998). Youth leadership: A guide to understanding leadership development in adolescents. San Francisco, California: Jossey-Bass Inc., Publishers.

Building Safe and Caring Schools through Youth Action

29

The Society for Safe and Caring Schools and Communities Resources The Society for Safe and Caring Schools and Communities’ resources and materials are available through Alberta Learning’s Resources Centre (LRC), 12360 142 St. NW, Edmonton, Alberta, T5L 4X9. Tel: 427-5775 in Edmonton. Elsewhere in Alberta call 310-0000 and ask for the LRC or fax (780) 422-9750. To place Internet orders, visit www.lrc.learning.gov.ab.ca *These materials are eligible for the Learning Resources Credit Allocation (25% discount). Contact the LRC for details. The Society for Safe and Caring Schools and Communities has four program areas and an inventory of promotional items:

SUPPORTING A SAFE AND CARING SCHOOL

This program area helps build a SACS culture. It includes information about SACS, an assessment tool to aid in planning and quick, easy-to-read booklets that review current research on SACS topics and successful programs. □ Safe and Caring Schools in Alberta Presentation: video, overheads and brochures LRC # 455297 $25.00 ea □ The SACSC: An Overview (K–12) (Pkg of 30) Describes the origin and objectives of the program (2001, 4 pp.) LRC # 445298 $15.00 ea □ Attributes of a Safe and Caring School (K–12) (Pkg of 30) A brochure for elementary, junior and senior high schools, describing the characteristics of a safe and caring school (1999) LRC # 445313 $15.00 ea □ The SACSC: Elementary Booklet Series (16 booklets) (K–6) (see LRC website) LRC # 445610

$50.00 ea

□ The SACSC: Secondary Booklet Series (15 booklets) (7–12) (see LRC website) LRC # 445628

$50.00 ea

□ Preschool Bullying: What You Can Do About It—A Guide for Parents and Caregivers (1–6) Provides advice on what parents can do if their child is being bullied or is bullying others (2000, 24 pp.) LRC # 445347 $4.00 ea for 10 or more $5.00 ea □ Bullying: What You Can Do About It—A Guide for Primary Level Students (K–3) Contains stories and exercises to help children deal with bullies and to stop bullying others (1999, 28 pp.) LRC # 445397 $4.00 ea for 10 or more $5.00 ea □ Bullying: What You Can Do About It—A Guide for Parents and Teachers of Primary Level Students Contains tips to help teachers and parents identify and respond to children who are involved in bullying (2000, 12 pp.) LRC # 445454 $4.00 ea for 10 or more $5.00 ea □ Bullying: What You Can Do About It—A Guide for Upper-Elementary Students and Their Parents Directed at students who are the victims, witnesses or perpetrators of bullying, and their parents (2000, 16 pp.) LRC # 445321 $4.00 ea for 10 or more $5.00 ea

30

The Society for Safe and Caring Schools and Communities

□ Bullying in Schools: What You Can Do About It—A Teacher’s Guide (1–6) Describes strategies that teachers can follow to stop bullying in schools (1997) LRC # 445339 $4.00 ea for 10 or more $5.00 ea □ Beyond Bullying: A Booklet for Junior High Students (7–9) Explains what students should do if they are being bullied or if they see someone else being bullied (2000) LRC # 445470 $4.00 ea for 10 or more $5.00 ea □ Beyond Bullying: What You Can Do To Help—A Handbook for Parents and Teachers of Junior High Students (7–9) Defines bullying behaviours and suggests strategies that parents and teachers can follow to deal with it $5.00 ea (1999, 16 pp.) LRC # 445488 $4.00 ea for 10 or more

□ Bullying is Everybody’s Problem: Do You Have the Courage to Stop It? (Pkg of 30) (7–12) A brochure for senior high students, defines bullying and provides advice on how to respond to it (1999) LRC # 445305 $15.00/pkg □ Bullying and Harassment: Everybody’s Problem—A Senior High Staff and Parent Resource (10–12) Provides advice for parents and teachers of high school students on how to deal with bullying (2000, 12 pp.) LRC # 445496 $4.00 ea for 10 or more $5.00 ea □ Class Meetings for Safe and Caring Schools (K–12) Explains how regular class meetings can help teachers and students work out conflicts before they become major problems (1998, 20 pp) LRC # 445587 $4.00 ea for 10 or more $5.00 ea □ Expecting Respect: The Peer Education Project—A School-Based Learning Model (K–12) Provides an overview of Expecting Respect, a project that trains junior and senior high students to make classroom presentations on establishing healthy social relationships (1999, 16 pp.) LRC # 445462 $4.00 ea for 10 or more $5.00 ea □ Safe and Caring Schools: Havens for the Mind (K–12) Reviews the role of SACS in healthy brain development and learning LRC # 445503 $4.00 ea for 10 or more $5.00 ea □ Media Violence: The Children Are Watching—A Guide for Parents and Teachers (K–12) Contains tips for parents and teachers in countering the effects on children of media violence (1999, 12 pp.) LRC # 445511 $4.00 ea for 10 or more $5.00 ea □ Peer Support and Student Leadership Programs (K–12) Describes programs that have been used successfully at various grade levels to encourage students to help their peers. (2000, 30 pp.) LRC # 445503 $4.00 ea for 10 or more $5.00 ea □ Volunteer Mentorship Programs: (K–12) Describes a number of successful programs in which adult volunteers were assigned to serve as mentors to schoolaged children (2000, 28 pp.) LRC # 445579 $4.00 ea for 10 or more $5.00 ea □ Learning to Care through Kindness to Animals—A Guide for Teachers Research demonstrates that children who are cruel to animals have a greater chance of becoming violent offenders as adults. This guide explains what teachers should do if they suspect a student has engaged in, or witnessed, acts of animal abuse. $5.00 ea

Building Safe and Caring Schools through Youth Action

31

□ Safe and Caring Schools in a Complex World This booklet discusses Complexity Research in relation to learning, bullying, and current issues in the education system and describes how to prompt complexity in lessons and activities. $5.00 ea □ Creating Safe, Caring and Inclusive Schools for LGBTQ Students: A guide for counsellors The information, strategies and ethical guidelines presented in this resource are designed to help empower counsellors to strengthen a professional ethic of respect and caring, develop supports and services for LGBTQ students and to identify policy gaps or absences in school programming and services. $5.00 ea □ Creating Safe, Caring, and Inclusive Schools for LGBTQ Students: A Guide for School District Leaders This guide suggests a process for creating safe environments for LGBTQ students, as well as guiding policies/legislation and resources for further inquiry. $5.00 ea □ Building Peace from the Inside Out: A toolbox for preparing students for global citizenship This information booklet is designed to help teachers expand their students’ knowledge about international development and global interdependency and develop an appreciation for different worldviews. $5.00 ea □ Restorative Justice Community/Classroom Conferencing—A guide for parents and teachers This resource provides an overview of the restorative justice approach, and when and how it can be used. It serves as a resource for schools and parents—focusing on the improvement of safety and well-being of all students through a restorative justice approach. $5.00 ea

TOWARD A SAFE AND CARING CURRICULUM— RESOURCES FOR INTEGRATION

These resources are recommended and approved by Alberta Learning. They integrate violence prevention into all subjects K–6 and are divided into five topics: (approximately 85 pp.) 1. Building a Safe and Caring Classroom/Living Respectfully 2. Developing Self-Esteem 3. Respecting Diversity and Preventing Prejudice 4. Managing Anger and Dealing with Bullying and Harassment 5. Working It Out Together/Resolving Conflicts Peacefully Student resource sheets are available in French. To order, check (F). Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

□ # 445446 □ # 445371 □ # 445389 □ # 445404 □ # 445412 □ # 445420 □ # 445438

F □ (Out of Province $69.00) F □ (Out of Province $69.00) F □ (Out of Province $69.00) F □ (Out of Province $69.00) F □ (Out of Province $69.00) F □ (Out of Province $69.00) F □ (Out of Province $69.00)

$49.00 $49.00 $49.00 $49.00 $49.00 $49.00 $49.00

□ SACSC series of six full-color posters A series of six full-color posters highlighting the Project’s key concepts LRC # 444836 $9.00 ea

32

The Society for Safe and Caring Schools and Communities

TOWARD A SAFE AND CARING COMMUNITY This program area is designed to help all adults who work with children—parents, teachers, coaches, youth group leaders, music instructors—model and reinforce positive social behaviour, whether at school, at home or in the community. The community program includes a series of 2-2½ hour workshops for adults and older teens.

• • • • • •

Living Respectfully Developing Self-Esteem Respecting Diversity and Preventing Prejudice Managing Anger Dealing with Bullying Working It Out Together — Resolving Conflicts Peacefully

□ Toward a Safe and Caring Community Workshops Action Handbook: A Guide to Implementation Provides specific information about how to implement the ATA’s Safe and Caring Schools Project—Toward a Safe and Caring Community Program. In addition, the handbook provides suggested activities and strategies to help communities continue to work on issues related to enhancing $7.00 ea respect and responsibility among children and teens LRC # 455304 □ Violence-Prevention Catalogue of Alberta Agencies’ Resources Compilation of the information that was gathered from over 200 organizations and community groups who work in the area of violence prevention, and with children and youth in character development through community leadership LRC #455312 $7.00 ea

SACSC PROMOTIONAL ITEMS □ SACSC cards with color logo and envelopes (Pkg of 40) Blank card and envelope, featuring the SACSC logo LRC # 444547 $10.00 ea □ Niska tattoos (125 per pkg) A 1½” by 1½” temporary tattoo featuring Niska $23.40 ea LRC # 444597 □ Niska water bottles (5 per pkg) 5 white plastic water bottles featuring the Niska $8.50 eaa logo LRC # 444612 □ Safe and Caring Schools and Communities coffee mug LRC # 444604 □ Safe and Caring Schools and Communities pencils (Pkg of 30) Inscribed with “Toward a Safe and Caring Community” LRC # 444662

$5.45 ea $10.70 ea

□ Niska T-Shirt (white, featuring the Niska mascot front and back)

$10.50 ea

□ SACSC men’s golf shirt (white, featuring the Niska mascot)

$24.95 ea

□ SACSC women’s golf shirt (white, sleeveless, witrh Niska mascot)

$24.45 ea

*All workshop materials can be ordered from the SACSC office: e-mail: offi[email protected], fax: (780) 455-6481 or phone: (780) 447-9487.

Building Safe and Caring Schools through Youth Action

33

ISBN 978-1-897527-05-4