Download - A Life Skills and Employability Skills Trainingdocuments.worldbank.org/curated/en/706661528182904769/pdf/126855-WP-P... · Building a Better Tomorrow - Learning Theme One – Exploring

Building a Better Tomorrow - Learning Theme One – Exploring My World, Your World, Our World

1 | y o u t h i n d e v . o r g

YOUTH WORKBOOK

LEARNING THEME 1: EXPLORING MY WORLD, YOUR

WORLD, OUR WORLD

WORLD BANK GROUP

WASHINGTON, DC

2016

Building a Better Tomorrow

A Life Skills and Employability Skills

Training

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized



Disclaimer, rights and permissions

This work is a product financed by The World Bank. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

Rights and Permissions. This work is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) http://creativecommons.org/licenses/by/3.0/igo . Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, under the following conditions:

Attribution. Please cite the work as follows: World Bank. 2016. “Building a Better Tomorrow –Youth Workbook” Overview booklet. World Bank, Washington, DC. License: Creative Commons Attribution CC BY 3.0 IGO

Translations. Should you create a translation of this work, please add the following disclaimer along with the attribution: This translation was not created by The World Bank and should not be considered an official World Bank translation. The World Bank shall not be liable for any content or error in this translation.

Adaptations. Should you create an adaptation of this work, please add the following disclaimer along with the attribution: This is an adaptation of an original work by The World Bank. Views and opinions expressed in the adaptation are the sole responsibility of the author or authors of the adaptation and are not endorsed by The World Bank.

Third-party content. The World Bank does not necessarily own each component of the content contained within the work. The World Bank therefore does not warrant that the use of any third-party owned individual component or part contained in the work will not infringe on the rights of those third parties. The risk of claims resulting from such infringement rests solely with you. If you wish to re-use a component of the work, it is your responsibility to determine whether permission is needed for that re-use and to obtain permission from the copyright owner. Examples of components can include, but are not limited to, tables, figures, or images. All queries on rights and licenses should be addressed to the Publishing and Knowledge Division, The World Bank, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail : [email protected]

The training content of the Youth Workbook’s twenty modules was contributed to by World Bank consultants Ryan Novack and Katharine N. Cottrell, the LightHouse Coach SARL, and Dr. Anne Genin. These modules were developed as parts of the life and employability skills training and in the framework of a nation-wide youth volunteerism program in Lebanon sponsored by the World Bank Social Protection and Labor Global Practice and the State and Peace-Building Fund. The National Volunteer Service Program, into which the training is integrated, is implemented under the stewardship of the Lebanese Ministry of Social Affairs and in partnership with NGOs, academic institutions, and the private sector.

http://creativecommons.org/licenses/by/3.0/igo

mailto:[email protected]



Table of Contents MODULE 1.1: IDENTITY, VALUES, AND ASPIRATIONS ........................................................................................................... 5

1.1.1 Learning Objectives .............................................................................................................................. 5

Handout 1.1: Identity Chart ............................................................................................................................ 5

1.1.2 Reflection ................................................................................................................................................. 6

1.1.3 Activity: What Are My Thoughts? ......................................................................................................... 7

1.1.4 My Hero .................................................................................................................................................... 8

1.1.5 Activity: Plan for Your Trip ................................................................................................................... 9

1.1.6 Activity: Conflict .................................................................................................................................... 10

1.1.7 Learning Journal ................................................................................................................................... 12

MODULE 1.2: ENCOUNTERING THE OTHER/ FOSTERING EMPATHY ...................................................................................... 13


1.2.2 Activity: Difference and Discrimination ........................................................................................... 13

1.2.3 Activity: Discrimination Leads to Conflict ........................................................................................ 14

Handout 1.2.1 - Illustrating Difference ....................................................................................................... 16

Handout 1.2.2 - Similarities in Difference .................................................................................................. 17

Handout 1.2.3 - Reflect On Difference ......................................................................................................... 18

1.2.4 Activity: Making a Difference by Promoting Similarities .............................................................. 19


MODULE 1.3: CONFLICT MANAGEMENT ......................................................................................................................... 21


1.3.2 Reading: The Vocabulary of Conflict Resolution ............................................................................. 21

1.3.3 Activity: Scenarios ................................................................................................................................ 22

1.3.4 Activity. You Are In Charge.................................................................................................................. 23

1.3.5 Activity: Potential Benefits of Conflict .............................................................................................. 24

Handout 1.3.1 Organizing My Skit ............................................................................................................... 25

1.3.6 Communication: One-Way Map .......................................................................................................... 26

1.3.7 Exit Ticket - Reflection ......................................................................................................................... 27


MODULE 1.4: VALUING DIVERSE PERSPECTIVES AND IDENTIFYING WIN-WIN APPROACHES ..................................................... 28


1.4.2 Think About It ....................................................................................................................................... 28

1.4.3 Reading - Win-win Approaches .......................................................................................................... 28



1.4.4 Activity: Win-Win, Win-Lose, Lose-Win or Lose-Lose? ................................................................... 29

1.4.5 Activity: Everyone Wins ....................................................................................................................... 30

1.4.6 Reading: Steps for Developing Win-Win Approaches .................................................................... 30

1.4.7 Reflection: In Your Own Backyard ..................................................................................................... 31

1.4.8 Activity: Challenge ................................................................................................................................ 32

Handout 1.4.1: “”Orange You Glad” – This is just a game. ........................................................................ 33


MODULE 1.5: CULTIVATING A SENSE OF BELONGING & ACCOUNTABILITY ............................................................................. 36


1.5.2 Activity: My Community and Me ......................................................................................................... 36

1.5.3 Activity: Goal-Setting for Your Future Self ....................................................................................... 37

1.5.4 Reading: Why Create a Support System? .......................................................................................... 37

1.5.5 Activity: Building your Cheer Squad .................................................................................................. 38


BIBLIOGRAPHY: LEARNING THEME 1 ...................................................................................................................... 41



MODULE 1.1: IDENTITY, VALUES, AND ASPIRATIONS

1.1.1 Learning Objectives

− You will analyze your own interests, your history and culture in order to understand how these aspects of your life shape and define your values and identities.

− You will collaborate with others to identify the identities and values of your community. − You will reflect on how your identities, values, and connection to your community are similar and

different from other students in your group.

Handout 1.1: Identity Chart Instructions:

Begin by placing your name in the center circle.

On the connection shapes, draw or write the names of the various aspects of your life that make you unique.

o For instance, you might consider writing the names of your family members, friends, hobbies, significant events in your life, favorite foods, favorite musicians, etc.

Please be specific and list as many important aspects as you can. Be as creative as you would like, use the back of this page if you need more space, and feel free to decorate this in any way that best represents your identity.



1.1.2 Reflection

1. Based on your identity chart, what would you say are the three most important aspects about yourself that make up your identity?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. What is it about each of these three things that defines you? Why do they define you? How do you use these things on a daily basis to be who you are?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

3. What are the aspects of your community’s culture that you enjoy or find most significant?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

4. Why do you think you find these aspects of your culture interesting? How do you interact with these aspects every day and how do they make you feel when you interact with them?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

5. What are the cultural aspects of your community that many people in the group relate to?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

6. Based on today’s activities, would you say that your community shares your personal values and

interests? Explain.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________



1.1.3 Activity: What Are My Thoughts?

As a warm-up exercise, think about the things that are on your mind, or the images and ideas that you

think about. These might be pressing anxieties, things that you have to finish today, a special person or

event that you are excited about, or something like lunch or dinner. Whatever it is, consider what’s in your

head.

Instructions: Fill out the diagram below by doing the following:

In the head: Draw images OR use words to describe some of the things that are on your

mind. This can include things like food, or sports, or movies. Thought bubbles: In the thought bubbles, write three thoughts, questions, or ideas that you

have about the world, people in the world, or just general ideas that come to mind.



1.1.4 My Hero

So much of our identities and who we are is reflected by those that we admire. By understanding our

heroes, we can understand the values and ideas that we hold dear.

Instructions: In the spaces below, please share information about someone you greatly admire.

Be as specific and detailed as possible in your writing.

Summary: Where this person is from, how old this person is and what this person does for a living, or

any other information that can best describe this person.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Significance: Why is this person your hero? What are two things this person has done that you

admire?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Self-Reflection: How similar are you to this person? What are some things about yourself that you see

in this person?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Introspection: What are some changes you’ll have to make or some efforts you’ll have to put in place

to be more like this person?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



1.1.5 Activity: Plan for Your Trip

Sentimental connection to items in our lives are important glimpses into our identities. What we keep

says a lot about who we are. Imagine you are leaving home for one year. You have already packed all of

your clothing, and necessities, but now you have to fill one suitcase full of stuff that will remind you of

home. What are some items you would bring with you? Why would you bring these items? What are their

symbolic or sentimental meaning?

Instructions: In the suitcase below, draw or list all of the items you would bring with you on this year-

long trip. Once you are done, briefly explain the significance of these items and why you chose to

include them in your suitcase.

In the space below, please describe the significance of the items you included in your suitcase.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________



1.1.6 Activity: Conflict

While you are on your trip, or as you make your way through the journey of life, you are bound to disagree

with people. Conflict is an inevitable event in any relationship, community, or society. However, the ways

in which we resolve conflict is what is important. By engaging in conflict in a productive fashion, we can

come to new understandings about the people around us, different perspectives on many different topics,

and we can reach a new level of understanding and empathy to help us become better citizens and

people. You will have further opportunities in the upcoming modules to engage in conflict resolution, but

for now, we are interested in understanding how you have viewed and engaged with conflict in the past.

Instructions: In the space below consider the questions and answer them with as much detail as

you feel comfortable divulging.

Can you remember a time in your life when you experienced disagreement or conflict?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How did you respond to this conflict? In other words, did you get angry? Did you become silent? Did

you go on a walk? Since that incident, what have you learned about conflict which would explain why

you responded that way?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How differently would you respond if you could do it all over again?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Why would you make these changes?



__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



1.1.7 Learning Journal

At the end of each hour-long module you will have the opportunity to write your thoughts on what you

learned and what to remember from the session.

Please write your own personal reflections below:

- The plus symbol is for you to write something you enjoyed from the session.

- The question mark is where you should write a question or questions that you still have.

- The triangle (or delta) is where you should write what you did not like about the session or changes

that you recommend for future sessions.



MODULE 1.2: ENCOUNTERING THE OTHER/ FOSTERING EMPATHY


− You will understand some of the reasons why people discriminate against others. − You will analyze preconceived notions that you have about differences within your community. − You will consider how finding similarities in people can foster understanding and empathy. − You will consider how you can be an active promoter of empathy and an agent of change within

your personal and local communities.

1.2.2 Activity: Difference and Discrimination There are many reasons why people are considered “different.” Too often, when a person is deemed

“different”, they are unjustly discriminated against and barred from participating in many aspects of

society. Below you will find a list of reasons why people discriminate.

Instructions: Take some time and organize the following items by placing them in the list on the

right showing what you see as the #1 reason people discriminate against others all the way to the

#10 reason people discriminate against one another.

Reasons People Discriminate Your list

Race

Religion

Income

Gender

Ethnicity

Clothing

Height

Weight

Physical ability



1.2.3 Activity: Discrimination Leads to Conflict

Discrimination can lead to many different kinds of conflicts. Some discriminatory practices and thoughts can lead to large conflicts, such as war, discriminatory legislation and physical fights. Other discriminatory practices can lead to more personal conflicts such as loss of opportunity for success, broken families, hurt feelings, and general sadness. We want you to think about the effects discrimination can have on people, communities, and the world.

Instructions:

Take a look at the different types of discrimination below.

Take some time and put a checkmark next to all of the types of conflicts that can arise from that particular type of discrimination.

In order to add your voice to the conversation, please try and fill in the blank sections to discuss any conflicts that we might not have been mentioned.

Racial Discrimination

Types of conflicts caused by this

type of discrimination:

o Discriminatory legislation

o Physical fights

o Economic discrimination

o Lack of financial

opportunity

o Lack of social opportunity

o Sadness

o Wars

o Family conflicts

o ______________

o ______________

Religious Discrimination

Types of conflicts caused by

this type of discrimination:


o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o ______________

o ______________

Income-Based Discrimination




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________

Gender Discrimination




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________

Ethnic Discrimination




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________

Discrimination Against

Clothing




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________



Discrimination Based on

Weight




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________


Height




o Physical fights


o Lack of financial

opportunity

o Lack of social

opportunity

o Sadness

o Wars

o Family conflicts

o _____________

o _____________


Accent




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________


Disability




o Physical fights


o Lack of financial

opportunity


o Sadness

o Wars

o Family conflicts

o _____________

o _____________

Is There A Type of

Discrimination We Missed?



Handout 1.2.1 - Illustrating Difference

Instructions:

1. Draw a picture of your partner in the space below, making sure to be as detailed as possible.

Be sure to focus on certain details such as clothing, hair, facial features, etc.

You are not expected to be an artist, but do your best to detail the person. 2. Once you are done with the picture, please label the features or aspects of this person that

are different from you by drawing an arrow from these things and explaining what they are. For instance, you might notice that this person has different color hair from you, in

which case, draw an arrow from the hair in the drawing and write “different color hair.”



Handout 1.2.2 - Similarities in Difference

You have identified the differences between you and the person whom you have drawn earlier.

Now, we would like you to identify some similarities between you and this person.

● Physical: List 5 physical features that you and the person in the drawing above share.

1.

2.

3.

4.

5.

● Actions: Now, please go and talk to this person and ask them what activities they enjoy. When

you are done, write down 5 activities that you and this person in the drawing above have in

common?

1.

2.

3.

4.

5.

● Love: Now, please ask this person what they love. This can include anything from food to their

families. When you are done, write down 5 things that you and this person in the drawing above

share?

1.

2.

3.

4.

5.

● Entertainment: Please ask this person what kind of entertainments they prefer. For instance,

you might ask them about their favorite music, movie, television show, book, play, etc. When you

are done, write down 5 things that you and this person in the drawing above share.

1.

2.

3.

4.

5.



Handout 1.2.3 - Reflect On Difference

How did it feel to talk to this person that you perceived as being different from you? Were you intimidated? Scared? Angry? Explain your feelings as you were planning to talk to this person.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How did you feel after you talked to this person? Did anything change from when you were drawing them? Explain how (or if) your feelings about this person changed as you were talking to them.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are the most important similarities you have with this person? Why are they so important?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now that you know that you have things in common with this person, what larger life lessons did you learn about difference and different cultures and ideas?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



1.2.4 Activity: Making a Difference by Promoting Similarities

You have just come up with ways to identify similarities in people who have often been deemed

“different.”

Instructions: Now think of ways that you can be proactive in teaching others how to be empathetic

by seeking similarities and trying to understand others.

Do: What are some things you can do in your personal community (friends, family, classmates, etc.) to

promote the idea that difference is not a negative thing?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Say: What are some of the things that you can say to people in your local community (neighborhood,

village, etc) when you see them discriminating against someone who is deemed different?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Live: How can you live a life that embraces difference and promotes empathy toward people who are

different? Think of specific things you can do on a daily basis that can make you more empathetic and

understanding.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________




Please write your own personal reflections below.



MODULE 1.3: CONFLICT MANAGEMENT


− You will understand the relevant vocabulary in relation to conflict and conflict resolution. − You will reflect on national, world-wide, and personal conflicts to understand how they are

resolved.

− You will understand the potential benefits of conflict, and how it can lead to a better relationship

through conflict resolution.

1.3.2 Reading: The Vocabulary of Conflict Resolution

In order to better understand conflict, it is important to become familiar with the vocabulary of how conflicts are resolved. This way, when you are figuring out how to solve a conflict, you can understand the different options.

Instructions: Below are common methods of solving conflicts. Read through the terms and then try your best to match them with the scenarios below trying to identify which resolution strategy was used in each conflict.

COMMUNICATE Communicating is a way to use language, listening and understanding to resolve a conflict.

NEGOTIATE A negotiation takes place when people engaged in a conflict decide to discuss what each of them wants out of the resolution, and they compromise until each of them are happy. MEDIATE Sometimes people want to resolve their conflict, but they cannot come to a meaningful negotiation. If so, they ask somebody to communicate for them in order to come up with a good resolution. That person is called a mediator. He or she mediates the conflict by helping the people work it out. The mediator does not tell the people what to do; he or she helps them decide for themselves.

ARBITRATE When someone solve people's problems for them, then he or she isn't called a mediator, but an arbitrator. When people ask an arbitrator to help them, they must agree to do whatever the arbitrator suggests.

LITIGATE When people cannot work out their conflict themselves, and they do not want to use an arbitrator or a mediator, they can choose to get a lawyer and go to court where a judge will help to figure out their resolution. The lawyer tries to convince the judge (who is similar to an arbitrator) that their client is right. The judge then decides who is right, who is wrong, and they set the terms of the resolution.

LEGISLATE To legislate is to make something the law or a rule. Some kinds of conflicts cause people to try to change laws or rules so the problem will not happen again.



1.3.3 Activity: Scenarios

1. Sandra and Elizabeth are arguing because Sandra borrowed Elizabeth’s car and put a dent in the

side of it. They walk away from the argument angry and do not talk for three days. Sandra decides

to talk to Elizabeth and she apologizes for denting the car. Elizabeth explains that, while her car

is no longer in perfect condition, she understands that accidents happen. Sandra decides to pay

Elizabeth as much money as she can, and promises to take her to dinner early next month.

What kind of resolution is this? : _____

2. Leyla and Fred are getting a divorce and they cannot figure out who will keep the house and who

will keep the car. Fred insists that he should have both the house and the car. Leyla says that she

needs the house, but that Fred can have the car. They decide to hire an attorney and they all go

to court. After listening to the two arguments from Fred and Leyla, the judge decides that Leyla

can keep the house and Fred can keep the car.


3. The government passed a law saying that only a small amount of refugees are allowed into the

country.


4. Yolanda and Khalil each owns a business in the same building. Yolanda owns a nice restaurant,

which is on the ground floor. Khalil owns a nightclub, which is on the floor above Yolanda’s. Every

night, the loud music from Khalil’s nightclub rattles the walls of Yolanda’s restaurant, which

bothers the customers. As a result, Yolanda has lost a lot of customers. Yolanda asks Khalil to

turn the music down, but Khalil refuses. Considering that they cannot come to an agreement, they

hire a third person to research the problem and to come up with a solution for them. This third

person finds out that, if Khalil installs sound-proofing, Yolanda will not be bothered by his noise,

and they can both carry on with their businesses, and both be successful. Khalil is not happy

about the price that he will have to pay, but he must abide by the judgement of this third person.

What kind of resolution is this? :______

5. You and your friend are at the bakery, and you both want to buy a mini-cake to take to another

friend’s birthday party. The bakery only has one mini-cake left. They do, however, have a dozen

cookies that also look very good. You and your friend both know that the mini-cake is the best-

baked goods to bring to the party, and you are both disappointed that you cannot each bring a

one. You and your friend decide that you will each bring a variety of cookies to the party, and then

you will share the cost of the mini-cake and tell your friend that it is from both of you.

What kind of resolution is this? :______

6. The president of your country and the president of the neighboring country are in a conflict about

illegal guns that are being smuggled across the border. As a result of this illegal smuggling, there

is violence and crime. The two presidents meet to discuss how they can stop the illegal gun

smuggling. They come to an agreement that, in order to help police the trafficking of guns, your

country will give money to the neighboring country to help them hire more police. The neighboring

country will be responsible for policing their borders and keeping smugglers from coming over.

What kind of resolution is this? ______



1.3.4 Activity. You Are In Charge

Instructions: You have identified the conflict resolution methods that exist. Now take some time to

think about how you would resolve these conflicts if you were in charge.

From the scenarios above, please identify whether these are world-wide, community, or personal conflicts.

Using the vocabulary of conflict resolution, which conflict resolution method(s) would you use to help solve these different types of conflicts?

Word-wide conflicts:

World-Wide conflict you chose from above:

Possible conflict resolution methods from the above vocabulary list that you would use to solve this conflict:

… Community conflicts Community conflict you chose from above:


… Personal conflicts

Personal conflict you chose from above:


…



1.3.5 Activity: Potential Benefits of Conflict

While many conflicts result in hurt feelings, loss of life, or damaged relationships, when a conflict is

resolved, there is usually a larger understanding that comes from it. In many cases, resolving a conflict

has resulted in a better relationship between nations, businesses, and people.

Instructions: Think about conflicts that you are familiar with or conflicts that you have experienced.

What were some good things that came from that conflict?

Describe the conflict:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Using one or more of the above vocabulary of conflict resolution, describe how the conflict was

resolved:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How was the relationship improved as a result of the resolution of this conflict?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Handout 1.3.1 Organizing My Skit

You are going to write a play illustrating the emotions and attitudes that you identified in the Graffiti Wall

section of today’s training session. Please do not worry, this skit is not meant to be a large production,

and you will not be judged on your acting ability, but it will be a fun way to understand today’s important

ideas.

Instructions: Your group will write a brief, 2 minute skit or play (this can be in the form of a skit, an

advertisement, a soap opera, a music video, or any creative way that you decide is the most useful

way to get your message across) where you will illustrate your particular topic.

Example: Write an advertisement “selling” the top 2 attitudes to use while resolving a conflict. Why

should somebody “buy” these attitudes?

Group’s Topics:

○ Group 1: Write a brief skit showing how each of the 2 attitudes that were identified, are often

displayed in conflict situations.

○ Group 2: Write a brief skit showing how the 2 attitudes (listening, compromising…) are useful

for managing conflicts.

○ Group 3: Write a brief skit showing how the 2 attitudes (calling names, hitting…) are not useful

in a conflict.

Essential Parts of Your Skit:

You can do any type of skit you want, but please make sure to include the following aspects into

whatever type of performance you choose to enact.

○ Part 1: The narrator should explain the attitudes and the context of the skit.

○ Part 2: The actors should act out the skit.

○ Part 3: The narrator should explain the following:

■ Group 1: Why this attitude is often displayed in conflict.

■ Group 2: Why this attitude is so useful in conflict.

■ Group 3: Why this attitude is not useful in conflict.

Group Roles:

Within your own group, you can choose any role you would like; here are some suggestions.

○ Writers/Scribes: Write the script.

○ Artists/Set Designers: Design any props, costumes or set pieces.

○ Narrator: Explain the context of the skit to the larger group.



1.3.6 Communication: One-Way Map

Communicating thoughts and feelings in a positive way during a heated conflict is often difficult. The

following map will help to guide you along the process. It is important to learn which signs to look for

and to understand a few “rules of the road” in conflict management.

Rules of the Road:

No "You" statements. Use statements that begin with the word "I". Do not use statements that include

the word "you," because these statements make people feel defensive.

Slow. Remember, it takes time to settle a conflict. Go slow at first, because conflict resolvers usually

encounter some rough roads in the beginning. Keep using your I-way map to reach safer roads

Detour Ahead. Sometimes tempers are flaring so much that it may be necessary to take a temporary

detour from the communication I-way. Once the tempers have calmed down, you may begin using I-

statements to solve the problem.

Exit Ahead. Most conflicts can be resolved through effective communication. However, if you begin to

feel threatened or unsafe, you should exit the communication I-way and seek safety.

Construction Zone. Construct an I-way statement by following these directions:

− use the word "I" − state how you feel − state the specific behavior that you do not like − state your willingness to cooperatively resolve the problem

Merge Ahead. After using properly constructed I-way statements, individuals can begin to share ideas

for how to solve the problem. Often, the best solution is reached when two people merge their ideas

together.

End of Construction. After reaching a solution that the two individuals agree will work, they can

resume normal activities.



1.3.7 Exit Ticket - Reflection

Write about the following reflection question on a Post-It Note, and then stick it to the Graffiti Wall on

your way out:

Reflection Question: How will you manage your emotions and attitudes in the future in order to

engage in a useful, productive conflict resulting in understanding and a sense of compromise?





MODULE 1.4: VALUING DIVERSE PERSPECTIVES AND IDENTIFYING

WIN-WIN APPROACHES


− You will define what a win-win approach is.

− You will propose win-win approaches to various conflicts.

− You will reflect on the value that diverse perspectives offer to the solution to a conflict.

1.4.2 Think About It

In the first module, you explored your identity. Next, you reflected on the identities of others and how

differences can often divide us. If we look closer, however, there are often many things that we also

share with those who may seem different from us on the surface. In the third module, you learned about

various elements of conflict management. In this module, you are going to be asked to take things a

step further and consider how you can move from accepting diversity to embracing it as a tool to assist

in managing conflicts and developing creative win-win approaches to these conflicts.

Instructions: In the last module, you listed various conflicts at an international level, community level

and personal level. Consider the conflicts that you listed at the community level and personal level.

Which of these conflicts are conflicts involving people or groups of people? If you did not list any

examples of this nature try and think of a few examples now.

1.4.3 Reading - Win-win Approaches

A win-win approach is the process of considering the needs of all the people involved in a conflict and

developing a solution that addresses as many of these needs as possible. The ideal outcome of a win-

win approach is that everyone involved feels that they have won or are better off. This approach

recognizes the role that diversity plays in conflicts but also underscores that, through conversations and

discussions, different individuals or groups can develop creative solutions that allow everyone to be better

off. This approach goes beyond recognizing that diversity exists, it values the different opinions and

viewpoints of the different people or groups involved in the conflict.



1.4.4 Activity: Win-Win, Win-Lose, Lose-Win or Lose-Lose?

Instructions: Read each example and circle the approach that best describes the situation: win-win,

win-lose, or lose-lose.

EXAMPLE. You are listening to music with your

headphones. Your little brother wants to listen to the

music too. You say no, but he starts to cry, so you give in

and let him use your headphones instead of you.

Lose-Win

A. The university’s Student Council and the Muslim

Student Union are holding an event on the same day

and both want to use the same location. The groups

discuss the purpose of their event and one group

agrees to hold their event in the morning and the

other group agrees to hold their event in the

afternoon.

WIN-WIN WIN-LOSE LOSE-

LOSE

B. In a soccer tournament, at the end of each match one player from each team is named the most valuable player of the team.


LOSE

C. A group of workers decide to go on strike because

they believe the company is not treating them fairly.

This means that the workers do not work. The

company loses several contracts because it did not

meet agreed upon deadlines because its workers

were not producing. The company ends up going out

of business and all the workers lose their jobs with the

company permanently.


LOSE

D. Two farmers live next to each other. One is a chicken

farmer who sells his eggs for a living. The other is

dairy farmer who sells the milk for a living. Each week

they exchange a weekly ration of eggs for a weekly

ration of milk.


LOSE



1.4.5 Activity: Everyone Wins

Sometimes with a bit of dialogue between the people involved and some creativity, situations that seem

like clear win-lose situations can have win-win solutions. For example, in example C above, it may seem

like if one player of the team is named the most valuable player (MVP) of the game, the other team

members lose. However, if the MVP gives a speech at the end of the game thanking his team members,

coach and fans for his success, perhaps everyone will feel better off.

Instructions: For the other situations above that were not win-win situations, brainstorm a list of

possible approaches for creating win-win situations:

Headphones.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Workers’ strike.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

1.4.6 Reading: Steps for Developing Win-Win Approaches

To develop a win-win approach it is important that all people or groups involved are willing to share,

engage in dialogue and are open to the possibility of creative solutions. It also requires that there is

mutual respect and that everyone values the needs, opinions and differences of the other people or

groups. The goal of a win-win approach is not to change the other person or group but to find solutions

that address the concerns and meet the needs of everyone.

Sometimes, however, a win-win situation seems impossible. Here are some questions to answer in

order to have a chance at a more positive outcome:

● What is the conflict?

● What are the needs or concerns of all the individuals or groups involved?

● What obstacles seem to make a win-win approach impossible?

● How can the obstacles be removed?

● What would be considered a win for each person or group? Is there room for negotiation or

adjustment of these wins?

● Are there things that one person or group could offer the other to compensate for the perceived

“loss”?

● What win-win approach do you recommend?



● What potential outcome would you expect from this approach?

1.4.7 Reflection: In Your Own Backyard

Instructions: Identify one conflict or challenge that matters to you and that you listed in the first

exercise but to which you believe there is no possible win-win outcome.

What is the conflict?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What are the needs or concerns of all the individuals or groups involved?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What obstacles seem to make a win-win approach impossible?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How can the obstacles be removed?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What would be considered a win for each person or group? Is there room for negotiation or adjustment

of these wins?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Are there things that one person or group could offer the other to compensate for the perceived “loss”?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What win-win approach do you recommend?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



What potential outcome would you expect to come from this approach?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

1.4.8 Activity: Challenge

The development of win-win situations requires the involvement of all the parties or groups involved so

that the diversity that each person or group brings to the situation can be truly understood and valued.

Instructions: Identify someone in your community who is also impacted by the conflict or challenge

that you analyzed in your reflection above. Invite them to have a conversation with you about the

exercise. What are the needs, concerns, or obstacles that they identify? Did you consider these?

What do they think about your win-win approach? Do they have another suggestion?

What would it take for you to truly put this approach into action? Would this person be willing to help

you?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



Handout 1.4.1: “”Orange You Glad” – This is just a game. Up until this point we have had the chance to define and identify characteristics that make us diverse.

In the orange activity, you were divided into 3 groups and you naturally teamed with your group and

treated the rest of the teams as “other”.

Why was this a problem?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Diversity often divides us because our beliefs, values or viewpoints are different. In many cases we

accept diversity but we do not address or discuss it. It is something that continues to divide us.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What are some examples of diversity in your community or your country that tend to divide

people more often than unite them?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Pluralism is the philosophy that diverse groups of individuals (race, religion, culture, etc.) should be

able to peacefully coexist, if not thrive. Communities that assume a pluralistic view:

1. Actively work to bring together people from diverse backgrounds, cultures, religions, etc.

2. Seek to understand the differences within their community, learning about each other.

3. Respect the identities and commitments of individuals to their religion, culture, beliefs and

opinions.

4. Participate in open dialogues around diversity and differences to continuously improve

relationships while recognizing that there will not always be agreement.

Have you seen examples of or attempts at pluralism in your community? How do you think

these behaviors could positively impact a community?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

In conflict management or resolution, sometimes there are winners and sometimes there are losers. In

the ideal scenario, those affected by the conflict identify a win-win approach, which considers the needs

of all the people involved in a conflict, and develop a solution that addresses as many of these needs

as possible. The ideal of outcome of a win-win approach is that everyone involved feels that they have

won or are better off.



How might pluralism help to facilitate win-win approaches and outcomes when conflict arises?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Review how the “orange activity” presented an example of how communicating and discussing

each other’s needs could have resulted in a win-win approach to the conflict. Was there a way

for all the groups to be successful in this conflict?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



MODULE 1.5: CULTIVATING A SENSE OF BELONGING &

ACCOUNTABILITY


− You will define the phrase “sense of belonging”. − You will reflect on the power of community, a shared mission and how this creates a sense of

belonging, purpose, and accountability.

1.5.2 Activity: My Community and Me

Based on work you have done throughout this learning theme, identify one or more community conflicts

or challenges that are very important to you and that you have found are important to others as well

(especially considering those people that may be different from you)?

________________________ ________________________ ________________________

Instructions: Review the following list of values and their definitions. Which of these values are

reflected in your selection of challenges or conflicts that matter to you? Check them.

Self-Direction. It is important to be able to think and act independently.

Stimulation. It is important to have a sense of excitement, novelty and challenge in my life.

Hedonism. It is important to experience pleasure and sensuous gratification.

Achievement. It is important to be recognized by others as competent because of my personal

success or accomplishments.

Power. It is important to have social status and prestige; I want to have control and dominance

over people and resources.

Security. It is important to feel safe and at peace with myself, within my relationships with

friends and family and within society.

Conformity. It is important to fit in; I try to behave in a way that is acceptable to others.

Tradition. It is important to respect and accept the customs and ideas that my culture or religion

teaches me.

Benevolence. It is important to care about others and behave in a way that ensures their well-

being.

Have your top values changed since the beginning of the training or did you find that the conflicts or

challenges most important to you reflect the values that you communicated at the beginning of this

learning theme?

Circle one: YES NO

Explain.___________________________________________________________________________



__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

1.5.3 Activity: Goal-Setting for Your Future Self

As you move forward, you should be thinking about what you want to accomplish and how you will get

there. Take a few minutes to reflect on what you have learned about yourself, your community, your

role in your community and how this has shaped your aspirations.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

At this point, what career path do you envision for yourself? Do you envision yourself assuming a more

activist grassroots approach? Or maybe you envision a more traditional approach of joining a company

or institution that has already been established? Or do you see yourself doing something more hybrid,

by starting your own institution that addresses a need that you have identified in your community?

Check one:

❏ ACTIVISM/GRASSROOTS

❏ TRADITIONAL INSTITUTION

❏ STARTUP COMPANY

Why is this the route that you would like to take? Explain this vision for your future.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

1.5.4 Reading: Why Create a Support System?

In this learning theme, you have learned about yourself and others and you have begun to think about

the pathway that will allow you to improve your well-being as well as the well-being of others in your

community. This is just the beginning. You will continue to explore these ideas in the learning themes to

come and will develop skills and an action plan that will help you to realize your aspirations.

This process of defining who you want to be and how you want to make your mark on society is not an

easy one. Along the way you will be faced with challenges. You have explored yourself and your

community. You have come to understand the value of diversity and communication in order to effect

change and find solutions to conflict and shared challenges.

Moving forward you will find that you will have greater success if you can lean on others in your

community, in order to share your successes and your struggles. By sharing openly, you will have a



stronger sense of belonging and will have the support needed to push ahead. A sense of belonging is

not about fitting in, it is about being able to be yourself and feel proud of the unique contributions you

make to your community. It is also about feeling that you are supported by your community and accepted

for who you are.

1.5.5 Activity: Building your Cheer Squad

Instructions: Consider the people in your life that are important to you and that support you. Who

do you count on or who knows you well?

Check all that apply:

Parent

Grandparent

Sibling

Other family member ________________

Friend

Neighbor

Teacher

Other ____________________

What relationships could you further develop? _______________________

The people that you have identified are going to be your personal cheer squad as you move forward in

life. For each person you are going to:

Share your vision for your future in order to strengthen your resolve and build a sense of

accountability.

Tell them how they can support you (asking about your progress, listening when things get

tough, working with you on a project, etc.)

Ask them about their aspirations and how you can also be of support to them.

These are not always easy conversations to have, but they are powerful ones. They will demonstrate to

others that you are serious about your future and the future of your community. They will help to

strengthen the relationships that you have and maybe give you the tools to develop new relationships,

especially if you take the time to learn about and share with others.

Once you have had this conversation, take a few minutes to reflect on the process.

− How did you feel in the process?

− What was challenging?

− What was encouraging?

− Do you feel a stronger sense of belonging after sharing with this person?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



BIBLIOGRAPHY: LEARNING THEME 1

Module 1.1

Browne, K.(2008). “Culture and identity”. Sociology for AS AQA. Pp. 38-39. Cambridge, UK: Polity Press.

Online. https://www.polity.co.uk/browne/downloads/sample-chapter_2.pdf

Cottrell, K. (2011). Child-friendly Spaces: A Guide for Teachers (and Teacher Trainers). Teachers

Without Borders Resources. Wikispaces. Online. http://twbonline.pbworks.com/w/page/29955465/Child-

Friendly%20Spaces

Defining Cultures and Identities. Online. http://www.sagepub.com/sites/default/files/upm-

binaries/45974_Chapter_1.pdf

Edwards, J. (2014). Time to teach: How do I get organized and work smarter? Alexandria,VA: ASCD.

Ferrara, M. (2016). “Harnessing the power of inclusion”. Conference. StartingBloc Los Angeles. 21

February 2016.

Leavy, J. & Smith, S. (2010). Future farmers: youth aspirations, expectations and life choices. Discussion

Paper 013. In Hughes, D. (Ed.) Future Agricultures Consortium Series. Online.

http://www.fao.org/fileadmin/user_upload/drought/docs/Youth%20Aspirations%20Expectations%20201

210.pdf

Morrison Gutman, L. & Akerman, R. (2008). Determinants of aspiration. Centre for Research on the Wider

Benefits of Learning Research Report. Online.

http://eprints.ioe.ac.uk/2052/1/Gutman2008Determinants.pdf

Oyserman, D., Elmore, K. & Smith, G. (2012) “Self, self-concept and identity”. In Leary, M.R.& Tangney,

J.P. (Eds.). Handbook of self and identity (pp. 69 – 104). New York, NY: The Guilford Press. Online.

https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-_second_edition_-

_ch._4_pp._69-104_38_pages.pdf

Schwartz, S.H. (2006). “Basic human values: an overview”. The Hebrew University of Jerusalem. Paper.

Online. http://segr-did2.fmag.unict.it/allegati/convegno%207-8-10-05/schwartzpaper.pdf

Tatum, B.D. (2000). The complexity of identity: “Who am I?” In Adams, M., Blumenfield, W.J.,

Hackman, H.W., Zuniga, X., Peters, M.L. (Eds.), Readings for diversity and social justice: An anthology

on racism, sexism, anti-Semitism, heterosexism, classism and ableism (pp. 9 – 14). New York:

Routledge. Online. http://www.whiteprivilegeconference.com/resources/05-The-Complexity-of-Identity-

Beverly-Tatum.pdf

Module 1.2

Freire, P. (1970). Pedagogy of the oppressed (p. 164). New York: Penguin Books.

http://twbonline.pbworks.com/w/page/29955465/Child-Friendly%20Spaces

http://twbonline.pbworks.com/w/page/29955465/Child-Friendly%20Spaces

http://www.sagepub.com/sites/default/files/upm-

http://www.sagepub.com/sites/default/files/upm-

http://www.fao.org/fileadmin/user_upload/drought/docs/Youth%20Aspirations%20Expectations%20201210.pdf

http://www.fao.org/fileadmin/user_upload/drought/docs/Youth%20Aspirations%20Expectations%20201210.pdf

http://eprints.ioe.ac.uk/2052/1/Gutman2008Determinants.pdf

https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-_second_edition_-_ch._4_pp._69-104_38_pages.pdf

https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-_second_edition_-_ch._4_pp._69-104_38_pages.pdf

http://segr-did2.fmag.unict.it/allegati/convegno%207-8-10-05/schwartzpaper.pdf

http://www.whiteprivilegeconference.com/resources/05-The-Complexity-of-Identity-Beverly-Tatum.pdf

http://www.whiteprivilegeconference.com/resources/05-The-Complexity-of-Identity-Beverly-Tatum.pdf



Module 1.3

Biesta, G. J. (2015). Beautiful Risk of Education. Routledge

Module 1.4

Eck, D.L. (2006). What is pluralism? The Pluralism Project. Online. http://pluralism.org/what-is-pluralism/

Sherman, S. (2016). “Principles of Transformative Action”. Conference. StartingBloc Los

Angeles. 18 February 2016.

The Conflict Resolution Network. (2016). The Win Win Approach. Online.

http://www.crnhq.org/files/66138/files/CR%2012%20Skills%20TM/PDFs/F%201.%20The%20Win%20

Win%20Approach%202nd%20Ed.pdf

While the content of this resource was modified, the page noted that the following should appear on any

copies made:

“The Conflict Resolution Network, PO Box 1016 Chatswood NSW 2057 Australia Ph. 61 2 9419 8500

Fax 61 2 9413 1148 Email: [email protected] Web: www.crnhq.org.”

Module 1.5

Brown, B. (2012). Brené Brown's Top 4 Life Lessons. Oprah.com. Online.

http://www.oprah.com/spirit/Life-Lessons-We-All-Need-to-Learn-Brene-Brown

Olsson, C.A., McGee, R., Nada-Raja, S & Williams, S.M. (2012). A 32-Year longitudinal study of child

and adolescent pathways to well-being in adulthood. Springer Science+Business Media B.V. Online.

http://scottbarrykaufman.com/wp-content/uploads/2012/08/Olsson-et-al.-2012.pdf

Schwartz, S.H. (2006). “Basic human values: an overview”. The Hebrew University of Jerusalem. Paper.

Online. http://segr-did2.fmag.unict.it/allegati/convegno%207-8-10-05/schwartzpaper.pdf

http://pluralism.org/what-is-pluralism/

http://www.crnhq.org/files/66138/files/CR%2012%20Skills%20TM/PDFs/F%201.%20The%20Win%20Win%20Approach%202nd%20Ed.pdf

http://www.crnhq.org/files/66138/files/CR%2012%20Skills%20TM/PDFs/F%201.%20The%20Win%20Win%20Approach%202nd%20Ed.pdf

http://www.crnhq.org/

http://www.oprah.com/spirit/Life-Lessons-We-All-Need-to-Learn-Brene-Brown

http://scottbarrykaufman.com/wp-content/uploads/2012/08/Olsson-et-al.-2012.pdf

http://segr-did2.fmag.unict.it/allegati/convegno%207-8-10-05/schwartzpaper.pdf