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This wiki deals with bullying for both girls and boys. It is a collection of websites, information, and ideas. media type="youtube" key="gkaxbaX1WAE" width="560" height="315"
 * BULLYING**

=**WAYS TO IMPROVE SOCIAL SUPPORT IN GROUPS**=
 * TRUST ACTIVITIES**

 TITLE: Touch the Can
 * # **Code of behavior (Group contract)**: Establish a code of behavior, such as the, the Outward Bound motto, the organization's code, or a code developed by the group early in the program.
 * 1) **Model supportive behavior**: Students will follow your behavior, so make sure your instructional team is seen by students as sharing a high level of social support.
 * 2) **Encourage supportive physical contact**: Trails need to be wider so people can walk while holding hands. Silly as this suggestion may sound, it is a reminder to look for opportunities to encourage genuine supportive physical contact between group members. [|Trust activities] can be very helpful.
 * 3) **Only discuss group issues in group discussions**: In an early debrief, explain that it is only appropriate to talk about group issues, not about problems with individuals in the group setting. If there are any problems between individuals then these should be sorted out before or after group discussions, on their own or with the instructors. In other words, group discussions are for talking about the group. Positive comments about individuals are of course very acceptable!
 * 4) **Early intervention**: When a pattern of negative social behavior starts to develop, act to change that pattern earlier rather than later.
 * 5) **Positive comments**: When instructing or facilitating discussions, complement individual participants on their contribution. Try to use their name each time, e.g., That's a really well thought through idea, John, well done Encourage others to provide positive feedback where appropriate. This may seem corny and fake, but if it is consciously used when there is real justification for compliment, particularly with low self-esteem groups, then it can help to raise the general level of self and other respect.
 * 6) **Anonymous positive feedback:** Have everyone stick a blank sheet of paper on their back. Students are then asked to then mill around and write honest, positive feedback on people's backs. Student can then read and discuss the feedback they received.
 * 7) **Lineup**: Ask the students to line themselves up in order from the student who is contributing the most to the group through to the person who is contributing least to the group. This can be a controversial and socially challenging task! Once the students agree on the lineup, then say that each student will get a chance to choose one another student who they believe should move further up towards the student who contributed most. Debrief.
 * 8) **Individual counseling**: Take someone who is not socially supporting the group aside and chat with them about ways in which they can be more positively involved through the program.
 * 9) **Removal of participant**: If a participants' behavior continues to significantly disrupt the development of the group and other individuals, then remove the student from normal group activities (e.g. ask them to sit out of an activity, through to removal for rest of the program). ||

 IMPACT: Large group team builder, address personal boundary issues, work on group problem solving skills.

 RISK: Moderate to high

 GROUP SIZE: Up to 8. Larger groups should split into smaller groups.

 TIME REQUIRED: 15-20 minutes.

 DIRECTIONS:
 * Everyone in the group must touch the can simultaneously, and with one finger. For each group, one person must touch the can with their nose.
 * Now add one more person per group can only touch the can with a different body part (i.e. now everyone but two people will be touching the can with their finger, one person will be touching with their nose, and one person will be touching with a foot or an elbow, etc.). Keep going until everyone is touching the can with a different body part.

**__BLIND WALK __**

**OBJECTIVES: ** **MATERIALS:** **PROCEDURES:** **//Introduction /Anticipatory Set//** **//Sequence of Instruction//** **//Closure//** **EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES: ** **ADAPTATIONS/RETEACHING IDEAS: ** **EXTENSIONS: **
 * Students will experience what it would be like to be without the sense of sight.
 * Students will be good partners and will safely guide each other on blind walks.
 * Students will identify three things on their blind walk by using their other senses besides sight.
 * Students will discuss what they learned from their blind walk with the whole class.
 * Students will think about what kinds of questions they would like to ask our blind visitor, who will be coming to talk to the students the following day.
 * eight blind folds
 * whistle
 * chart paper and marker
 * 1) Have students come meet on the carpet and assign everyone a partner.
 * 2) Tell the students that they have learned a lot about why their senses are important to them, now you want them to experience what it might be like to be without one of their senses. Explain that everyone is going to have a chance to see what it feels like to be blind.
 * 3) Inform the students that they will be going on a blind walk. Tell them that you are going to pass out blind folds, one to each set of partners, after you are through giving the directions
 * 4) Now, tell the students that one partner will be the guide while the other partner wears the blindfold. It is very important that the guides keep their partners safe. They must tell them when steps are coming and they absolutely cannot allow them to bump into anything.
 * 5) Explain to the guides that their job is to lead their blind partners outside to the playground, where they will choose three things for their partners to try to identify using their other senses besides their sight. Ask the students to quickly review what these other senses will be.
 * 6) Tell the students that you will blow a whistle after 10 minutes and then the partners should switch jobs so that everyone has the chance to be blind.
 * 7) Explain that when the students are blindfolded, you want them to pay close attention to what is going on around them. What kinds of sounds do they hear when they are outside. What do different areas of the playground feel like under their feet.
 * 8) Ask the partners to decide who will want to be blind first. Distribute the blind folds to the appropriate partner.
 * 1) Tell the students to help each other put on their blindfolds. Then ask the guides to lead their partners carefully to the line. Before leading the students outside, explain that if they can still see under their blindfold, they should close their eyes, because you really want them to have a chance to see how it feels to be blind.
 * 2) Allow the students to lead their partners around on the playground for about 10 minutes. Suggest to them that they take their partners to all different areas, on the grass, on the blacktop, and on the play equipment.
 * 3) Remind the students that the guides need to find three things for their blind partner to identify.
 * 4) After 10 minutes, blow the whistle and ask everyone to switch their blindfolds.
 * 5) Allow the students to roam around for 10 more minutes, and then blow the whistle again, signaling all of the guides to lead their partners into line. Tell the students to leave their blindfolds on until they get back to the classroom.
 * 1) Group the students at the carpet once again and collect the blindfolds. Begin a discussion about their blind walk. How did it feel to not be able to see? What kinds of sounds did they notice outside. Could they tell what part of the playground they were on by the way the ground felt under their feet? Were they able to correctly identify the objects their guides gave them? What senses did they use to identify the objects?
 * 2) After exhausting all of the student comments about their blind walk, explain to them that they are going to have a visitor come and talk to them tomorrow that is actually blind and uses a seeing eye dog to help her get around. Tell the students that you are excited that they are going to learn more about what it is like to be blind by listening to her and by asking her some good questions.
 * 3) Prepare the students for the visit by asking them if they can think of some questions they would like to ask the blind woman ahead of time. You can write down the questions as they think of them on a piece of chart paper.
 * 4) After the students are done volunteering different questions they would like to know more about, read over the list you have made out loud to the students, and then ask them to try to read it along with you once again.
 * 1) Students will gain insight on what it would be like to be without their sense of sight by keeping their blindfolds on and cooperatively going on a blind walk with a guide for 10 minutes.
 * 2) <span style="font-family: Helvetica,Arial; font-size: medium;">Students will demonstrate that they can be good guides by safely guiding their blind partners around the playground.
 * 3) <span style="font-family: Helvetica,Arial; font-size: medium;">Students will demonstrate that they can use their other senses other than sight by identifying three unknown objects without using their eyes, and then discussing what they discovered with the class.
 * 4) <span style="font-family: Helvetica,Arial; font-size: medium;">Students will express what they learned on their blind walk by discussing what it felt like to not be able to see and by discussing what other senses they used.
 * 5) <span style="font-family: Helvetica,Arial; font-size: medium;">Students will become prepared for their visitor by thinking of several questions that they think they would like to know more about in order to help them learn what it must be like to be blind, and how a blind person gets around.
 * 1) <span style="font-family: Helvetica,Arial; font-size: medium;">A lot of prompting might be necessary when thinking of questions for the blind visitor. Prompt the students to ask questions that might help them learn how blind people get around on their own and do daily chores. Also arouse their interests to ask the visitor about her favorite hobbies so they can discover if blind people enjoy doing some of the same things they do.
 * 1) This activity might be a good one to refer back to and write a short class story about.
 * 2) Explain to students that many blind people donÕt need a person to guide them because they use a cane which they move back and forth in front of them. Allow the students to take turns throughout the day trying to get around the room with their eyes closed using a cane.

<span style="color: #000000; font-family: verdana,arial,Helvetica,sans-serif; font-size: 15px;">Blind Crossing
<span style="background-color: #f8f8f8; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">**What:** A series of trust activities suitable for all groups. <span style="background-color: #f8f8f8; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">**Group Size:** 2 + <span style="background-color: #f8f8f8; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">**Time:** 30 Minutes <span style="background-color: #f8f8f8; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">**Props:** One blindfold per person. <span style="background-color: #f8f8f8; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px;">**Site:** a level open space, clear of any obstacles.

<span style="color: #000000; font-family: verdana,arial,Helvetica,sans-serif; font-size: 13px;">**Instructions:**
> > >
 * 1) <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">Ask participants to find a partner for the activity.
 * 1) <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">Ask participants to face their partners so that there are two straight lines, each person facing his/her partner. The lines (and therefore the partners) should be approximately three yards away from each other at the start.
 * 1) <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">On cue, the line you designate will walk towards the other line with blindfolds on. For them to do this safely, they will use the "bumpers up" position.
 * <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">"Bumpers up" means that the person has both arms extended straight forward from the shoulders with elbows slightly bent and the palms turned forward (like you were motioning "stop" with both hands at once). Demonstrate for them the "bumpers up" position and check for understanding.

> >> >>
 * 1) <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">The "stationary" line will meet the walking line with its "bumpers up," that is, if all goes well, each sighted partner will meet their blind counterpart palm-to-palm.
 * <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">Note that I put "stationary" in quotes above and I noted that the sighted partner meets the blindfolded walker. The person with sight must take the responsibility for shifting to either side in order to meet his/her partner. Blindfolded walkers don't necessarily walk in a straight line, hence the responsibility on the sighted partner. This point is CRUCIAL for the safety of this exercise. Make sure your group understands this clearly.
 * <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">Once the first line of walkers completes their blind crossing, they remove their blindfolds and go back to their starting point. Once they are resituated, the lines will switch roles and repeat the exercise. At the end of this step, everyone has made the crossing once.
 * <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">Instruct both lines to move backwards until they are 5 yards apart. Repeat steps 1-5.
 * <span style="font-family: verdana,arial,Helvetica,sans-serif; font-family: verdana,arial,Helvetica,sans-serif; font-size: 12px; font-size: 12px;">Instruct both lines to move backwards until they are 10 yards apart. Repeat steps 1-5.

=<span style="color: #ed0b17; font-family: tahoma,verdana,helvetica,arial,sans-serif; font-size: 11pt;">Trust Walk = Have everyone find a partner. One person is blindfolded and the other will be leading. The one who is leading needs to take the other through a obstacle course of some sort (it can be natural or made). The leader cannot touch the other person and must direct them using only words. To make it more difficult have an entire group lead one person and take turns. = = =<span style="color: #ed0b17; font-family: tahoma,verdana,helvetica,arial,sans-serif; font-size: 11pt;">Who Was My Guide? = Another great trust walk variation! The group divides in half. One half is blindfolded. The other half chooses a partner who is blindfolded, but may not talk to them at any time. They take their blindfolded person on a trust walk by allowing them to hold their arm. Only the blindfolded person may talk - the guide must stay silent. At the end of the walk, the guide returns to their group. The blindfolded person then removes the blindfold and the roles are reversed. The guides then choose a blindfolded partner. Before taking off blindfolds, they separate. At the end of the game each person tries to identify their guide and say how they knew!!


 * ==Mine Field==
 * A popular and engaging game involving communication and trust. The task is very flexible, works for groups of various types and sizes, and can be adapted to youth, adults, corporate, etc.
 * Select an appropriate area. Go outside, if possible. Can be done inside, even in rooms with fixed furniture (which can become objects to be avoided).
 * [[image:http://wilderdom.com/images/MineField1.jpg width="233" height="233" align="right" caption="MineField"]]Distribute "mines" e.g., balls or other objects such as bowling pins, cones, foam noodles, etc.
 * Establish a concentrating and caring tone for this activity. Trust exercises require a serious atmosphere to help develop a genuine sense of trust and safety.
 * Participants operate in pairs. Consider how the pairs are formed - it's a chance to work on relationships. One person is blind-folded (or keeps eyes closed) and cannot talk (optional). The other person can see and talk, but cannot enter the field or touch the person.
 * The challenge is for each blind-folded person to walk from one side of the field to the other, avoiding the "mines", by listening to the verbal instructions of their partners.
 * Allow participants a short period (e.g., 3 minutes) of planning time to decide on their communication commands, then begin the activity.
 * Be wary of blindfolded people bumping into each other. The instructor(s) can float around the playing area to help prevent collisions.
 * Decide on the penalty for hitting a "mine". It could be a restart (serious consequence) or time penalty or simply a count of hits, but without penalty.
 * It can help participants if you suggest that they each develop a unique communication system. When participants swap roles, give participants some review and planning time to refine their communication method.
 * Allow participants to swap over and even have several attempts, until a real, satisfied sense of skill and competence in being able to guide a partner through the "minefield" develops.
 * The activity can be conducted one pair at a time (e.g., in a therapeutic situation), or with all pairs at once (creates a more demanding exercise due to the extra noise/confusion).
 * Can be conducted as a competitive task - e.g., which pair is the quickest or has the fewest hits?
 * The facilitator plays an important role in creating an optimal level of challenge, e.g., consider introducing more items or removing items if it seems too easy or too hard. Also consider coaching participants with communication methods (e.g., for younger students, hint that they could benefit from coming up with clear commands for stop, forward, left, right, etc.).
 * Be cautious about blind-folding people - it can provoke trust and care issues and trigger post-traumatic reactions. Minimize this risk by sequencing Mine Field within a longer program involving other get-to-know-you and trust building activities before Mine Field.

Variations

 * Minefield in a Circle: Blindfolded people start on the outside of a large rope circle, go into middle, get an item ("treasure", e.g., a small ball or bean bag), then return to the outside; continue to see who can get the most objects within a time period.
 * Metaphorical Framing: Some set ups for minefield get very elaborate and metaphor-rich, e.g., hanging objects which metaphorically reflect the participants' background and/or issues. For example, items which represent drugs, peer pressure, talking with parents about the problem, etc. have been used in a family adventure therapy program (Gillis & Simpson, 1994).
 * Participants can begin by trying to cross the field by themselves. In a second round, participants can then ask someone else to help them traverse the field by "talking" them through the field.
 * To increase the difficulty, you can have other people calling out. The blindfolded person must concentrate on their partner's voice amidst all the other voices that could distract them from the task.
 * Be aware that some participants may object to, or have previous traumatic experience around the metaphor of explosive mines which have caused and continue to cause much harm and suffering. It may be preferable to rename the activity, for example, as an "obstacle course" or "navigation course". Alternatively, the activity could be used to heighten awareness about the effect of land mines on the lives of people in countries such as Afghanistan and Nicaragua (see [|UNICEF information on land mines]).

Processing Ideas
>
 * How much did you trust your partner (out of 10) at the start?
 * How much did you trust your partner (out of 10) at the end?
 * What is the difference between going alone and being guided by another?
 * What ingredients are needed when trusting and working with someone else?
 * What did your partner do to help you feel safe and secure?
 * What could your partner have done to help make you feel more safe/secure?
 * What communication strategies worked best?
 * For some more ideas, download [|Minefield in a Circle - Debrief] (.doc) ||  || ==Equipment==
 * [|Mine Field Kit with Activity Guide & facilitation notes]
 * Markers or lengths of rope to indicate the boundaries (e.g., 50 yard rectangular field)
 * Bowling pins or many soft objects, such as larger [|throwables] - the more the better
 * Blind folds (can be optional)

Summary

 * Objects are scattered in an indoor or outdoor place. In pairs, one person verbally guides his/her partner, whose eyes are closed or blindfolded, through the "minefield".

Time

 * ~20 minutes to set up
 * ~5-10 minutes to brief
 * ~5 minutes planning/discussion
 * ~15-30 minutes activity
 * ~5-30 minutes debrief

Group Size

 * 2 to 30 is possible; works well with larger groups e.g., 16 to 24.

||

**Willow in the Wind**
 * Provides a gentle, but important and challenging activity to begin building genuine trust amongst people. Requires good facilitation and fairly mature group.
 * Group members should already have spent time together, know each other's names, etc.
 * Establish a genuine tone; whilst fun is allowed, the primary objective is looking after and caring for one another. This requires a calm, supportive atmosphere. If particpants are unable to genuinely sustain this kind of atmosphere, then look for a less serious activity. There is the potential for physical and psychological injury.
 * The group needs to be taught correct spotting technique:
 * one foot in front of another
 * arms outstretched, elbows locked, fingers loose
 * ready and alert


 * In groups of about 8, one person volunteers to be the "willow" in the middle. Facilitator demonstrates the "willow":
 * feet together
 * closes his/her eyes
 * arms crossed and hands on shoulders
 * keep butt cheeks tight and body straight
 * establishes contract with group (see below)
 * does a "trust lean" and allows him/herself to be "passed around" the group.


 * The final step before leaning is to create a contract between the "willow" and the group. It can go like this:
 * Willow: "I am ready to fall. Are you ready to catch me?"
 * Group: "We are ready to catch you. Fall away."
 * Willow: "Falling."
 * Group: "OK"

**Equipment:** large area preferably with soft ground for falling, e.g, grass. **Time:** ~5 mins per person in group **Brief description:** In groups of about 8, a person in the middle closes his/her eyes, does a "trust lean" and is "passed around" the group. Requires good facilitation and fairly mature group.
 * Important: Ensure the group is tight, should-to-shoulder, arms outstretched. In this position, hands should almost touch the person standing in the middle. This ensures that the initial fall will be very gentle. Gradually the group can ease back to allow a more expansive lean. Distribute large and small people evenly, to avoid weak points in the circle.
 * The "willow" should allow him/herself to be passed around by the group as long as she/he likes (usually a couple of minutes). When he/she has had enough, simply open eyes, stand up, and thank the group.
 * The quality of the atmosphere and caring will generally determine the proportion of people prepared to volunteer. Above 80% is usually a sign of a reasonably healthy group.
 * As a debrief or an intervention if a group isn't creating a trusting atmosphere, I've asked people to individually rate out of 10 how supported they felt by the group -- and show this to the group by holding the number of fingers up. This allows the facilitator to draw out more objectively which people felt supported and what else the group might do to support more people.

RUNNING FREE


 * **Running Free**
 * Find a large, flat area with soft ground, e.g., grass
 * Make sure people are warmed up, stretched and ready for running
 * Invite participants to find a partner
 * Hand out one blindfold per pair
 * One person puts the blind fold on and holds hands with participant
 * Ask the seeing person to take their partner on a:
 * slow walk (~a couple of minutes)
 * a normal-paced walk (~1 minute)
 * a fast walk (~30 secs)
 * a jog (~30 secs)
 * a run (~15 secs)
 * a fast run (~15 secs)

**Time:** ~20 mins per person in group **Brief description:** In pairs, one person is blindfolded. Holding hands, the blindfolded person is lead gradually from a slow walk up to fast running. Swap. ||
 * Allow participants time to relax, swap over, and then take them through the same sequence || **Equipment:** large area preferably with soft ground for falling, e.g, grass.

**Time:** ~15 mins **Brief description:** A dramatic trust activity for a large group. Group forms a gauntlet, arms out in front. As a person walks down the gauntlet, people raise their arms. Build up to people down running the gauntlet through a sea of chopping arms! ||
 * **Slice 'n Dice**
 * A dramatic finale type trust activity for a large group.
 * Seems crazy or impossible, but it works.
 * Large group (>30) forms two lines, facing one another, creating a corridor or gauntlet.
 * Participants put out their arms straight in front. Arms should intersect, overlapping by about a hand with arms of people opposite.
 * The first person peels off and walks down the corridor. In order to let the person pass, people raise and then lower their arms, creating a Mexican wave effect - a ripple through which a person is walking.
 * The person then joins in again at the end of the line.
 * Next person, peels off, walks, down, and so on.
 * As the group gets more confident, invite people to walk fast, run, and then sprint down the gauntlet (people generally take great care to raise their arms in time).
 * At some point, or for the finale, have people chop their arms up and down, only pausing to allow the gauntlet-runner through. It works! || **Equipment:** large, safe space, preferably outside or in a gym