Sanctuary® Model
Youth Training Manual
Learning from Our Heroes
12 Session Psycho-educational Group
Written by David McCorkle, LCSW
Edited by Caroline Peacock, LCSW,
Landa C. Harrison, LPC
Sarah M. Yonosy, LCSW
A product of the Andrus Sanctuary Institute ®
Learning from Our Heroes: Sanctuary Curriculum
Acknowledgments
Thanks for guidance and inspiration from:
Sarah M. Yanosy,
Gerschom Joseph,
Sandra Bloom,
Ernest Hood,
Lauren Marcewicz.
2
Learning from Our Heroes: Sanctuary Curriculum
Table of Contents
Module
Page
1. Being Sanctuary .................................................................................................................................................... 5
2. What Happened In My Life ................................................................................................................................. 2
3. Understanding Our Brains ................................................................................................................................. 3
4. Power ......................................................................................................................................................................... 4
5. Community Beliefs ................................................................................................................................................ 5
6. Commitment to Nonviolence ............................................................................................................................. 4
7. Commitment to Emotional Intelligence ........................................................................................................ 5
8. Commitment to Social Learning ....................................................................................................................... 4
9. Commitment to Open Communication .......................................................................................................... 5
10. Commitment to Democracy ............................................................................................................................... 4
11. Commitment to Social Responsibility ............................................................................................................ 5
12. Commitment to Growth and Change .............................................................................................................. 4
3
Learning from Our Heroes: Sanctuary Curriculum
Introduction
This is a psycho-education manual designed to help adolescents understand the deeper meaning of how
trauma can affect people’s lives and how the concepts of the Sanctuary Model can encourage healing and
growth. In an effort to make the curriculum real, and also inspiring, we have used popular figures from
history and current culture to help concretize the living possibilities of the Seven Commitments, the
philosophical basis for the Sanctuary Model.
Learning Objectives:
Through participation in this Psycho-education Group, participants will be able to:
Define Sanctuary
Understand and use the Seven Commitments to create community
Use Sanctuary Tools when faced with difficulties and challenges
Lesson structure:
Each lesson has the same structure:
1. Lesson Objectives – a short list of goals for the lesson.
2. Our Guide – a description of the person who inspires us to apply the concept in real life and
an explanation of how the chosen person embodies the theme of the module.
3. Exploration of ideas – a description of the Sanctuary concept that is the theme of the module
4. Discussion Questions – some suggestions of questions to ask the group after presenting the
material to gauge their understanding of the material and clarify any points that may be
unclear for the participants
5. Learning Through Action - a physical activity, film or other group exercise to reinforce the
material taught
6. Sanctuary Journals – an individual activity for each member to reflect through writing or
drawing
7. Closing Ritual – a closing question about taking the material from group to community
Some Psychoeducation groups require materials such as films
(which can be purchased online or in media stores), paper,
markers, pencils, etc. As a group facilitator, be sure to read
through the lesson and view any film scenes prior to facilitating
in order to be fully prepared.
4
Learning from Our Heroes: Sanctuary Curriculum
Module One
Being Sanctuary
Objectives:
1.
Participants will be able to define the Sanctuary Model in its
relationship to healing from trauma.
2.
Participants will be able to describe one way in which Mother
Theresa represents the beliefs of the Sanctuary Model.
Our Guide
Mother Teresa (26 August 1910 – 5 September 1997), born Agnesë
Gonxhe Bojaxhiu was an Albanian Catholic nun who lived in Calcutta,
India. In 1950 she founded the Missionaries of Charity, a group of volunteers who could carry on her work
of creating a better future for people who had suffered terrible traumas. For over 45 years she ministered
to the poor, sick, orphaned, and dying, first throughout India and then in other countries.
Mother Teresa is known for caring tirelessly for the sick, tired, refugees, the blind, disabled, aged,
alcoholics, the poor and homeless, and victims of floods, epidemics, and
Being unwanted, unloved,
famine. She dedicated her whole life to caring for people in need,
uncared for, forgotten by
creating safety in places that were not safe, caring for people when they
everybody, I think that is a
did not feel cared for, helping them find a better future and recovering
much greater hunger, a
from their losses. She is our Guide for being Sanctuary because she
much greater poverty than
cared about the people in her community, and worked to make
the person who has nothing
everyone safe. She cared about people in need and understood that a
to eat.
community was necessary for healing.
- Mother Theresa
Following her death she was beatified (became a saint) by Pope John
Paul II and given the title Blessed Teresa of Calcutta.
Exploration of Ideas
Today’s topic is the basic meaning of the Sanctuary Model
Mother Theresa’s mission was related to caring for the poor and destitute, but Sanctuary concepts can be
applied in any type of environment. A Sanctuary is a designated SAFE PLACE that is created to heal from
misfortunes and problems. Everyone, including youth and staff should be safe in a Sanctuary. The
Sanctuary Model believes that safe surroundings will help people create a better and healthier future. It is
model where EVERYONE has to work hard to help one’s self and each other create a better and healthier
future. It is a model where youth can heal from adversity and trauma. It is a model that believes we are all
responsible in creating a safe workplace for our staff. Time in a Sanctuary program should be a big part in
helping young people create positive futures.
The Sanctuary Model was developed in Philadelphia in the early 1980s by Dr. Sandra Bloom and her
teammates Ruth Ann Ryan, a nurse, and Joe Fodereo, a social worker. They worked in a hospital and they
believed the hospital could be made in to a better place. Instead of locking up people and labeling them as
sick, they believed people should receive more respect and compassion. They were “hope keepers” and
believed that everybody could get better. Sanctuary was adapted for young people in 2000 at two New
York Residential Treatment Centers and the schools on their campuses.
5
Learning from Our Heroes: Sanctuary Curriculum
Youth in who come to special programs for help deserve to be in a community where they can heal from
their past adversities and trauma.
Questions for discussion:
If Mother Teresa lived or worked in this community, what advice might she give us? (She might give advice
of listening to each other's needs, responding to conflict with patience, and communicating with respect. )
What might she think about our community? (Explore with group members whether they feel cared for,
whether it is safe, etc.)
LEARNING THROUGH ACTION
Break participants into 2 groups. Give each group a flip chart. In 60 seconds the groups are to record as
many words about safety that they can think of. Afterward discuss the responses and ask the members to
share any personal experiences of feeling safe with other members of the group.
Here are some example words that you can use to help group members:
secure
school
book
peace
my counselor
music
quiet
my friend
non-violence
home
video games
safety plans
neighborhood
Sanctuary Journals
Each group will start with Sanctuary Journals. This gives participants the opportunity to explore
the topics by themselves before formal instruction. This is a time for free association through
words or art.
Participants are invited to write, draw, or doodle thoughts, images and ideas associated with the
day's theme in a journal provided by the facilitators. Today's theme is “Being Sanctuary.”
Choose from the following questions:

How can I commit to being Sanctuary with myself?

How can I commit to Being Sanctuary with others?

How can I comm
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
6
Learning from Our Heroes: Sanctuary Curriculum
Module 2
What Happened in My Life?
Objectives:
1.
Participants will be able to define the Sanctuary Model
definition of adversity and give 3 examples.
2.
Participants will be able to name one example of a person who
overcame adverse experiences to find success in life.
Our Guide
It don't matter what you
tried to do, you couldn't
destroy me! I'm still
standing! I'm still strong!
And I always will be.
- Quote from film
Antwone Quenton Fisher (born August 3, 1959 in Cleveland, Ohio) is an
American author, screenwriter, and film producer. His 2001
autobiographical book Finding Fish was the basis for the 2002 motion
picture Antwone Fisher, directed by Denzel Washington.
Antwone experienced a lot of trauma in his life. He was placed in foster home weeks after he was born and
remained in foster care throughout most of his childhood. Some of his foster family members were
abusive, which is described in the movie “Antwone Fisher.”
Later in Life, Antwone went into the Navy and received support from a psychiatrist, who helped him deal
with his painful memories. Eventually, he met his biological family, including his mother. Anwtone wrote a
book about his life, which became a major motion picture. Antwone is our guide for this lesson because
although he experienced a great deal of trauma in his life, he was able to use help from others to recover
from those experiences and find success in his life.
Exploration of Ideas
Today’s topic is the set of beliefs about people that are important in the Sanctuary Model.
The Sanctuary Model holds two basic beliefs about people:
1.
Most people have lived through an event or circumstance that has been painful or difficult, and has
changed how they think about the world or behave. For this reason, we don’t ask “what’s wrong
with you?” when we are challenged by someone’s behavior, but instead ask “what happened to
you?”
2. All people who have lived through trauma or adversity can get better with help, no matter what has
happened to them.
Sanctuary helps us appreciate that we should not make judgments about people, because we may not know
what they have lived through or why they feel or think the way they do. We should think about how the
past has shaped us in order to better understand who we are in the present, and we should also think about
how those around us may also be influenced by their own past experiences.
Questions for Discussion:
Can you give an example of a time when you thought someone was doing something for one reason, but
learned you were wrong?
1
Learning from Our Heroes: Sanctuary Curriculum
What would have been different if you had asked “what happened?” instead of making assumptions or
jumping to your own conclusions or judgments?
Learning Through Action
Show the film clip “Who Will Cry” (Chapter 20) from the Film Antwone Fisher
In this film clip, Antwone is remembering the things that he has experienced in his life. He has gone
through a healing process by being around people who make him feel safe. The psychiatrist helps him to
feel safe, and so he shares this poem with him.
Film Clip Follow up Questions:
Antwone has been through many traumatic events. How do you think he is able to heal? (He is able to heal
by talking with the psychiatrist, making connections with others, and expressing his emotions.)
The psychiatrist helps him to feel safe. What does he do to create a safe environment for him? (The
psychiatrist is patient and caring. He is a constant source of support, and he also doesn't shy away from being
tough (in a caring way) when he needs to confront Antwone on his negative behavior.)
Sanctuary Journals
Time to Reflect by writing or drawing on the topic of “What Happened in My Life?” Because this
topic may raise traumatic content, group facilitators should be especially mindful of helping
maintain safety.
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
2
Learning from Our Heroes: Sanctuary Curriculum
Module 3
Understanding the Brain
Our Guide
Albert Einstein; 14 March 1879–18 April 1955) was a theoretical
physicist who is widely regarded as one of the most influential
scientists of all time, and the "greatest physicist ever,” according to
a 1999 poll of leading physicists.
Einstein is best known for his theories of special relativity and
general relativity. He received the 1921 Nobel Prize in Physics “for
his services to Theoretical Physics.
Einstein published more than 300 scientific and over 150 nonscientific works. He is often regarded as the father of modern
physics. Einstein was a very smart person, but he struggled during
school. When he was in school, he often struggled with authority figures and the mainstream way of
learning. Even though he was very intelligent, he could not succeed in school. Eventually, he found his way
and became a leader in the science world.
Anyone who has never
Einstein is our guide today because he was a brainy guy! Although
made a mistake has
we may not understand all of the science he learned and discovered,
never tried anything
we can be smart in our own ways. We can use the power of our
new.
brains to think clearly when confronted with conflict. We know that
Einstein struggled in school, and he wasn't always accepted for being
- Albert Einstein
somewhat different. This didn't stop him from succeeding in life. We
all have our own quirks and can bring individual strengths to the
world when we apply our smart thinking and emotional intelligence (which we'll learn about in a future
session).
Exploration of Ideas
Today’s topic is what happens to the brain when people experience trauma.
Our Brains change when we experience a lot of trauma. We can think about the brain having three parts:
front, middle and back. The front is where reasoning and sense happen. It is the part that helps us think
before we act. The back is where are most basic functions happen – the part that pays attention to safety
and danger, that serves as an alarm system. The middle is like the highway in between them. When people
are exposed to trauma, they spend much more time relying on the back of the brain, which doesn’t always
help them make the best choices about what to think, say or do. The goal of Sanctuary is to help
traumatized people use the highway to connect the front and the back of the brain to make the best choices
and actions for themselves.
3
Learning from Our Heroes: Sanctuary Curriculum
One of the best ways to help our brains recover from traumatic events is by getting support from the
people around us and by working to feel safe. Safety happens in many ways. We need to feel safe
emotionally, physically, socially, and morally.
Questions for Discussion:
One of Einstein's famous quotes is "Peace cannot be kept by force; it can only be achieved by
understanding.” Can you give an example of a time that you were under stress and reacted more from your
back (survival) brain rather than your front (reasoning) brain?
Would there have been a more peaceful outcome, as Einstein suggests, if you had used understanding?
Learning Through Action
The Sanctuary Toolkit: Safety Plans
Safety plans are one of the tools of the Sanctuary Model that is used by everyone in the program, both
clients/students and staff members. Safety Plans are a perfect tool for helping us out when we are
triggered by a traumatic memory or upsetting situation. (Use Appendix B to help create Safety Plans for the
participants.)
Safety plans help us to create safe environments by paying attention to all of the different kinds of safety.
Physical Safety is keeping our bodies safe.
Emotional Safety is being safe within ourselves (Not thinking negative thoughts about ourselves, not self
harming or destroying property).
Social Safety is being safe with others (Not bullying, name calling or shaming).
Moral Safety is being safe to the right thing (Not keeping a harmful secret, covering a friend who commits
a crime or misdemeanor)
Information about Safety Plans
What is a Safety Plan:
A Safety Plan is a list of 3 things you can do on your own to manage you are angry or upset. It also has two
things that require support from others.
Why do I need a Safety Plan?
Safety is one of the first things that we are taught by our parents and care takers. Some of us have
forgotten that we need a plan to be safe and to keep our family and friends safe. Safety Plans are
nonviolent. Some Martial Arts have steps that keep us safe by using our brains and not our fists. Managing
our feelings by not letting them get intense is always a way to be safe and smart.
What pushes your buttons?
Button pushers are things that others do that triggers a feeling or memory of a feeling which can cause us
to act before we think.
Use the Safety Plan Handout to think about your button pushers and how you can “slow your roll”.
4
Learning from Our Heroes: Sanctuary Curriculum
Sample Safety Plan:
Things I can do on my own:



Think of a role model (Family member, Religious figure or Hero)
Listen in my head to my favorite song.
Squeeze my hands together five times and breathe slowly
Things that require support from others:



Ask to talk with someone I trust
Play tic-tac-toe with someone
Take a walk with staff
Questions for discussion:
1. If Einstein had a Safety Plan, what would be on it?
2. Was it hard or easy to write your own safety plan?
Sanctuary Journals
Time for reflection on the topic of Traumatic Reenactment and the Brain. Ask participants to journal
about the following questions:

Write or draw about a time that you were able to think before acting.

How can you work out the front part of your brain so it is as strong as the back? (what are
some ways you can practice reasoning and logic?)
Closing Ritual:
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
Facilitator Notes:
5
Learning from Our Heroes: Sanctuary Curriculum
Module 4
Power
Our Guide
Barack Hussein Obama II; born August 4, 1961) is the 44th and
current President of the United States. He is the first African American
to hold the office, as well as the first president born in Hawaii. Obama
previously served as the junior United States Senator from Illinois
from January 2005 until he resigned after his election to the
presidency in November 2008.
Obama has been a great inspiration to many people of color
throughout the country and world, for becoming the first AfricanAmerican President of the United States. President Obama worked
hard throughout his education. He is a graduate of Columbia University
and Harvard Law School, where he was the president of the Harvard
Law Review. He was a community organizer in Chicago before earning
his law degree. He worked to help people in his community.
Change will not come if we
wait for some other person
or some other time. We are
the ones we've been
waiting for. We are the
change that we seek.
Obama began his run for the presidency in February 2007. After
- Barack Obama
a close campaign in the 2008 Democratic Party presidential primaries
against Hillary Clinton, he won his party's nomination. In the 2008
general election, he defeated Republican nominee John McCain and was
inaugurated as president on January 20, 2009. Obama is the 2009 Nobel Peace Prize laureate.
As the President of the United States, Barack Obama is one of the most powerful individuals in the world.
He had to focus on his goals to get into this position (an example of focusing on “future”). He did not
always have much power. Over the years he applied himself and was a very good student. He learned to
use his power as a skilled community organizer to help families in Chicago, and to use his power as a
senator to help his constituents. Now, as a president, he uses his power to help people in various ways.
Exploration of Ideas
Today’s topic is what happens to people’s sense of power and control when they experience trauma.
In Sanctuary we learn that we have the power to change our lives, despite having lived through difficult life
experiences. When people have their power taken away during a traumatic event, they may feel like many
things are out of their control. That is why many people who have lived through trauma may feel helpless
or may feel like they have to try to be in control of situations. Although they may feel like they do not have
power, people who have lived through trauma still have the power to improve their health, their
relationships, the power to learn and to help others and to overcome and change injustice. Sometimes
people who have been hurt don’t know how to use power and may use it to hurt others.
Sanctuary teaches that we can focus on four ways to regain healthy power. These four things are reflected
in the acronym SELF.
6
Learning from Our Heroes: Sanctuary Curriculum
Safety Emotions Loss Future
Safety: When we feel unsafe (physically, emotionally, socially or morally) it is hard to focus on things. We
have to be safe with ourselves and with others in order to focus on making changes in our lives. Working
on Safety and using our Safety Plans is a way to do this.
Emotions: When we are in control of our emotions we have a clear head. We can thing more clearly, and
make good decisions. Using our safety plans is a way to help us keep in control of our emotions. What is
on your safety plan to help you manage your emotions?
Loss: Understanding our losses is an important part of moving forward in life. It is important to take time
to know what we have lost and to go through the emotions we may feel relating to this. It is not a sign of
weakness to be sad, mad, or angry about bad things that have happened to us. All feelings are okay; it’s
what we do with them that matters. Being able to acknowledge our losses actually makes us more
powerful on the inside.
Future: for our future helps us to stay focused and organized on our goals in life. When we have an idea
of where we want to be in one week, day, month, or year, we are able to set our mind to something
positive. This can give us the hope we need to change. What are some of your future goals?
Questions for discussion:
When have you seen someone use their power to do something good?
When have you seen a group of people use their power together?
How can you use your power to do good things?
Learning Through Action
“You’re the President!”
Provide group participants with paper, pencils and coloring materials. Ask them to either write a speech or
draw a Presidential Self Portrait. If they choose to write a speech, ask them to focus on what they will do
that’s positive as President.
Ask for volunteers to share their speeches/drawings with the group.
7
Learning from Our Heroes: Sanctuary Curriculum
Sanctuary Journals
Time for reflection in writing or drawing on the topic of “Power.”
Write or draw about the following Questions:

How can I commit to using my power responsibly with my friends?

How can I commit to using my power responsibly with my entire community?
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
8
Learning from Our Heroes: Sanctuary Curriculum
Module 5
Community beliefs
Our Guide
Nelson Rolihlahla Mandela; born 18 July 1918) is a former
President of South Africa, the first to be elected in a fully
representative democratic election, who held office from 1994 to
1999. Before his presidency, Mandela was an anti-apartheid
activist, which means that he fought against segregation of
people of color and whites. The South African courts convicted
him on charges of sabotage, as well as other crimes committed
while he led the movement against apartheid. In accordance with
his conviction, Mandela served 27 years in prison. Following his
release from prison on February 11, 1990, Mandela supported reconciliation and negotiation between the
African National Congress and the white dominated government. Mandela helped lead the transition
towards multi-racial democracy in South Africa and was eventually elected president
Mandela has received more than 250 awards over four decades, most notably the 1993 Nobel Peace Prize.
In November 2009, the United Nations General Assembly announced that Mandela's birthday, July 18, is to
be known as 'Mandela Day' marking his contribution to world freedom. Nelson Mandela is our guide for
community beliefs because of the work he did based on his beliefs. It is important for individuals and
communities to have beliefs that guide them to a positive future. This is what Nelson Mandela worked for.
Exploration of Ideas
Today’s topic is why it is important to have shared values or agreements in a community.
People in a community need to have a set of agreements about how they will behave and treat each other in
order to stay safe. In America, this is our Constitution, Bill of Rights and our laws. In our community, we
agree to live by seven commitments that are outlined by the Sanctuary Model. No one is perfect, so wwe
will sometimes fail to live up to them, but these commitments exist for us to work toward. Here is a brief
review of what they are:
Commitment to Nonviolence- being physically, socially, psychologically and morally safe with ourselves
and each other
Commitment to Emotional Intelligence - managing our feelings so we don’t hurt ourselves or others
Commitment to Social Learning - respecting and sharing our ideas with each other. Several of us are
smarter together than any one of us alone.
Commitment to Democracy - shared decision making making-not always one vote per person but reaching
consensus
Commitment to Open Communication - saying what we mean and not being mean when we say it
Commitment to Social Responsibility - Together we accomplish more, everyone makes a contribution to
the organizational culture
9
Learning from Our Heroes: Sanctuary Curriculum
Commitment to Growth and Change - creating hope for ourselves, our peers and our staff
Questions for Discussion:
Describe something you have done that shows you are committed to your values?
How do people in your life know what is important to you? What actions or words have shown others
what you value?
LEARNING THROUGH ACTION
The following are a quote by Nelson Mandela. Provide copies of the quotes to group members or display
on a board, and ask them to share their thoughts on these ideas.
“Education is the most powerful weapon which you can use to change the world.”
“After climbing a great hill, one only finds that there are many more hills to climb”
“If you want to make peace with your enemy, you have to work with your enemy. Then he becomes your
partner.”
Questions for discussion:
1. Do you agree with Nelson Mandela that education is the most powerful weapon for changing
the world?
2. If you could achieve any educational dream, what would it be?
3. What hills have you climbed in your life (goals that you have reached)? What goals do you still
have ahead of you?
4. Tell about a time when you were able to turn an enemy into a partner.
Sanctuary Journals
Time for reflection on the topic of “Community Beliefs.”
Questions for Journaling:

What are my community’s beliefs? My family’s? My own?

What would I like to change about any of those beliefs?
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
10
Learning from Our Heroes: Sanctuary Curriculum
Module 6
Commitment to Nonviolence
Our Guide
Mohandas Karamchand Gandhi; 2 October 1869 – 30 January 1948) was
a political and spiritual leader of India during the Indian independence
movement. When he recognized things that were unfair in his country, he
led forms of civil disobedience (he protested without violence). India was
ruled at that time by white people who had settled in the country and took
control. Gandhi’s mission was to have India governed by its own people
without lifting a gun or going to war with the government. He believed in
non-violence means to achieving change in his country and the world. He
was eventually successful, and India became independent.
Exploration of Ideas
Today’s topic is the Commitment to Nonviolence
The commitment to Nonviolence means being safe physically, being safe with our feelings, being safe with
our peers and staff, and being safe to do the right thing. We call these
An eye for an eye only
categories of safety: physical, psychological, social and moral. (We
ends up making the whole
covered these when we made safety plans, but we will look at them
world blind.
again.)
An ounce of practice is
Some examples of creating physical safety might be making sure that our
worth more than tons of
space is clean, that we have clear boundaries about physical contact, and
preaching.
that we know that our possessions will not be taken or broken.
- Mohandas K. Gandhi
Some examples of psychological safety might be knowing that it is safe to
feel angry, sad, or scared as well as happy or content.
Some examples of social safety might be knowing that you will not be judged for your thoughts or feelings,
that you will be supported and included by others.
Some examples of moral safety might be knowing that you will be treated fairly and that you have choices.
Questions for discussion:
1.
2.
3.
4.
How can you stay physically safe with nonviolent means?
How can you stay emotionally safe with nonviolent means?
How can you stay socially safe with nonviolent means?
How can you stay morally safe with nonviolent means?
LEARNING THROUGH ACTION
Role Play
Guidelines for Role plays:
The facilitator is the “Director”
Ask for volunteers to play the different roles of the “actors”
Provide a description to each “actor” either verbally or written
11
Learning from Our Heroes: Sanctuary Curriculum
Teach the following Role Play “commands”
“Action”- the director says this to start the scene
“Freeze”- the director says this to pause a scene. This can be used at various points, including 1) when the
scene is getting too intense, 2) when a pivotal point has been reached, or 3) when the scene needs help to
be moved along.
The Director can then ask the “audience” what they would do to solve the situation. If someone has a good
idea, the Director can ask them to step into the scene to complete it. The Director should be creative with
helping all participants to be involved as active watchers, actors or substitute actors. If a scene is stuck, the
Director might ask a staff member to step in to help it along in the right direction.
Scene description (to be provided to actors)
Two kids, John and Chris are playing a video game. Chris is winning the game and is really excited. John is
losing and is upset. When Chris wins, he gloats and brags about winning. John is mad and upset and gets in
his face and says, “I'm going to kick your butt!” (At this point the Director will say “Freeze” and ask the
participants to replay the scene with a safer outcome).
Questions to facilitate a safer outcome:
1. How can this have a non-violent outcome? (John can congratulate Chris on winning. Chris can
give a compliment, such as “hey man, maybe next time.”
2. If you were Gandhi playing a video game, how would this be different? (for example, Gandhi
might say, “You must be really happy that you won.”)
3. How can a Safety Plan be worked into this situation?
Sanctuary Journals
Time for reflection in writing or drawing on the topic of “Commitment to Nonviolence.”
Choose from the following questions:

How can I commit to being nonviolent with myself? (Example: Not self-harming, no put
downs of myself, caring for my physical health)

How can I commit to being nonviolent with people I disagree with or who upset or
frustrate me?
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
12
Learning from Our Heroes: Sanctuary Curriculum
Module 7
Emotional Intelligence
Our Guide
Rosa Louise McCauley Parks (February 4, 1913 – October 24, 2005) was an
African American civil rights activist whom the U.S. Congress later called
the "Mother of the Modern-Day Civil Rights Movement."
On December 1, 1955 in Montgomery, Alabama, Parks, age 42, refused to
obey bus driver James Blake's order that she give up her seat to make room
for a white passenger. Parks' action sparked the Montgomery Bus Boycott.
Parks' act of defiance became an important symbol of the modern Civil
Rights Movement and Parks became an international icon of resistance to
racial segregation. She organized and collaborated with civil rights leaders,
including boycott leader Martin Luther King, Jr., helping to launch him to national prominence in the civil
rights movement.
Rosa Parks is our guide for Emotional Intelligence because when she was confronted with extreme conflict,
she kept her cool (and her seat).
Exploration of Ideas
Today’s topic is the Commitment to Emotional Intelligence.
Commitment to Emotional Intelligence means managing our feelings so we don’t hurt ourselves or others.
It can be difficult to keep our cool when faced with conflict. Sometimes we feel angry, enraged, and sad. It is
okay to have all kinds of feelings. What we do with the feelings is what really matters. Our Safety Plans are
a tool we use for being Emotionally Intelligent. We can be like Rosa Parks and keep our seat when things
are getting out of control, and still make a difference.
Sanctuary helps us recognize that people express their feelings in many different ways – through body
language, behavior, words, music and poetry.
Questions for Discussion:
Think of your favorite song. What is the artist performing it feeling when he/she sings it?
How do you know?
What do you feel when you listen to it?
LEARNING THROUGH ACTION
Community Meetings:
Community Meetings are a Sanctuary Tool in which we use and learn about emotional intelligence. During
a community meeting, we ask and answer 3 questions:
1. How are you feeling?
13
Learning from Our Heroes: Sanctuary Curriculum
2. What is your goal for today?
3. Who will you ask for help?
We ask people to use “real” feeling words, such as happy, mad, sad, angry, excited, etc. The reason is that
sometimes we have to learn to express and feel our emotions. This is a part of emotional intelligence. The
more we practice being aware, the better we will be at understanding our own, and other’s emotions.
Now, ask the group to practice a community meeting.
You may wish to teach some variations for groups who have been using community meetings. For
example: describing feelings as a weather report or amusement park ride.
Sanctuary Journals
Time for reflection in writing or drawing on the topic of “Emotional Intelligence.”
Write or draw about the following questions:
How can I be emotionally intelligent with myself?
How can I be emotionally intelligent with others?
How can I be emotionally intelligent with my whole community?
Closing Activity
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
Facilitator Notes:
14
Learning from Our Heroes: Sanctuary Curriculum
Module 8
Commitment to Social Learning
Our Guide
Sojourner Truth (1797 – November 26, 1883) was the self-given name of
Isabella Baumfree, an African-American abolitionist and women's rights
activist. Truth was born into slavery in Swartekill, New York. Sojourner
Truth was a strong woman, who is best known for speaking her mind and
sharing opinions that were not heard by white people until she shared
them. On one famous occasion she gave a speech entitled, “Ain’t I a
Woman” which challenged people to realize the importance and rights of
women and Black slaves. She was born into slavery, and after being
promised freedom by her owner, she was denied it. She eventually escaped
from slavery with one of her children in 1826. She became the first Black
woman to take a white man to court and win when she found out that her son had been sold illegally. Later
in life, she became an author and published a book about her thoughts and experiences.
Sojourner Truth was a woman who was not afraid of speaking her mind, in a time when both people of
color and women were not permitted to do so. She shared her ideas with others, and famously gave the
speech "Ain't I a Woman." She knew that the voices of women and people of color needed to be heard,
which demonstrates her commitment to social learning.
Exploration of Ideas
The Commitment to Social Learning is about respecting and sharing our
Truth is powerful and it
ideas with each other, recognizing that several of us are smarter together
prevails.
than any one of us alone. It is also about being willing to listen and learn
even when we disagree and being respectful in how we communicate when
- Sojourner Truth
we disagree with someone else. It is also about helping people learn from
their mistakes, like Sojourner Truth did by taking a white man to court
when he had broken the law, even though the laws did not usually support Black people.
The Sanctuary Model uses social learning through psychoeducation groups, like the one you are
participating in now. During Psychoeducation groups, youth learn about themselves and others. They
learn about various topics, such as trauma, how to cope with traumatic reminders, and all about SELF.
Having the opportunity to learn about these things is important to helping kids heal and succeed.
Questions for discussion:
1. Do you think it was difficult for Sojourner Truth to advocate for women's rights?
2. Can you think of anyone in our modern day who is committed to social learning like she was?
3. Do you think Sojourner Truth would be happy with the rights of women and people of color
today? What more needs to be done?
4. What do you think people listening to her thought?
5. Is it hard to be open to other people's ideas? What ideas of others have you struggled to be
open about?
LEARNING THROUGH ACTION
15
Learning from Our Heroes: Sanctuary Curriculum
You’re the Activist!
Imagine yourself as a community activist. What issues would you care about? What topics would you
discuss with other community members? Create a sample “soap box” speech about an issue that you care
about.
Ask for volunteers to give their speech to the group.
Sanctuary Journals
Time for reflection by writing or drawing on the topic of “Commitment to Social Learning.”
Write or draw about one of the following questions:

One important part of social learning is learning from our mistakes. What is one
mistake you have made that has taught you something important?

What is an important lesson you have learned from someone you respect or care for?
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
Facilitator Notes:
16
Learning from Our Heroes: Sanctuary Curriculum
Module 9
Open Communication
Our Guide
Martin Luther King, Jr. (January 15, 1929 – April 4, 1968) was an
American preacher, activist, and well known leader in the AfricanAmerican civil rights movement. He is best known for making
progress on civil rights in the United States, and he has become a
human rights legend. A Baptist minister, King became a civil rights
activist early in his career. He gave speeches and organized marches
and demonstrations to get his message to others. King's efforts led to
the 1963 March on Washington, where King delivered his famous "I
Have a Dream" speech, where he spoke about his wish to see equality
for Blacks and whites.
In 1964, King became the youngest person to receive the Nobel Peace
Prize for his work to end racial segregation and racial discrimination
through civil disobedience and other non-violent means. By the time of
his death in 1968, he had refocused his efforts on ending poverty and
opposing the Vietnam War, both from a religious perspective. King was
assassinated on April 4, 1968, in Memphis, Tennessee. To honor his work,
Martin Luther King, Jr. Day was established as a U.S. national holiday in
1986.
Darkness cannot drive
out darkness; only light
can do that. Hate cannot
drive out hate; only love
can do that.
- Martin Luther King
Martin Luther King was committed to open communication. Like
Sojourner Truth, whom we learned about in last week's group, Rev. King
spoke his mind and fought for increased social understanding among people. He believed in non-violent
means, and strove to create understanding through dialogue and direct communication.
Quotes by Martin Luther King, Jr.


I have decided to stick with love. Hate is too great a burden to bear.
I refuse to accept the view that mankind is so tragically bound to the starless midnight of
racism and war that the bright daybreak of peace and brotherhood can never become a
reality... I believe that unarmed truth and unconditional love will have the final word.
Exploration of Ideas
Commitment to Open Communication is about saying what we mean and not being mean when we say it.
It is about not being afraid of saying what you need to say, and saying it to someone’s face rather than
behind his or her back. It means thinking about the words that you choose before you say them so that you
can speak respectfully and to let someone know when you feel they are not being respectful to you. It also
means being brave enough to talk about topics that may be hard to talk about . Talking openly and
respectfully about our deepest thoughts and feelings can be very challenging, but it is possible.
Questions for discussion:
1. Have you had a time when it was difficult to speak openly?
2. If Martin Luther King were to give you advice about communicating what do you think it would
be?
17
Learning from Our Heroes: Sanctuary Curriculum
LEARNING THROUGH ACTION
Practicing Red Flag Reviews
What is a Red Flag Meeting? It is an important Sanctuary tool that draws upon the wisdom of the entire
team’s knowledge, expertise & wisdom. Children and families are an important part of the team, and offer a
perspective that service providers are unable to provide. Red Flag meetings assist with healing from
trauma by providing a forum for open communication and shared governance among the whole team.
Some reasons why a Red Flag review would be called include a child running away, injury, increased
aggression, child, staff or family complaint, feeling unsafe, organizational collective disturbance or anything
else the community needs to address as a group.
What is the time frame for calling a meeting: A red flag meeting suggests a sense of urgency and should
be held as close to identifying the problem as is possible. Some factors that need to be taken into account
when determining the best time frame include, who needs to be there and their ability to attend, is it an
immediate client related safety need or is a difficulty with the system that has less of an immediate effect
on the clients.
Who can call a Red Flag meeting? Anyone: Staff members, children, parents/caretakers. Parents’ should
be given the name of the program designated employee that they should contact if they wish to call a
meeting. Whoever calls the Red Flag meeting should state the concern or issue to be addressed at the
meeting, so that everyone can gather their thoughts in preparation for the meeting. If parents are not able
to attend in person, we should make arrangements for them to join by telephone conferencing.
Who should attend: Anyone involved with the child or family who can contribute to understanding the
problem or identifying solutions. The reason for calling the meeting determines who should attend.
How is a Red Flag meeting run? A Red Flag meeting starts with a Community Meeting. During the
community meeting, participants should answer the 3 questions with regard to the situation.
The 3 questions of a community meeting are: How are you feeling (about the situation), What is your
goal for the meeting (what do you hope will be the outcome of the meeting)? And, Who can you ask for
help?
A member of the team will review the reason for coming together. The whole team will review any recent
history, triggers or other factors related to safety, emotional management, loss or future. Together,
everyone will develop a plan to prevent similar incidents from happening in the future. A team member
will volunteer to write the plan and distribute it to everyone working with the family so that everyone can
be on the same page. The program Director should also receive a copy of the completed Red Flag meeting
form. Before the meeting is over a time to meet for follow-up will be scheduled.
Red Flag Review Practice
Have the group participants and facilitators practice a red flag review. The group can raise any current
concerns the community has to make it a real red flag review practice.
18
Learning from Our Heroes: Sanctuary Curriculum
Sanctuary Journals
Time for reflection on the topic of “Open Communication and Conflict Resolution.”
Write or draw about the following questions:

How can I be an “open communicator”?

How can I work on resolving conflicts without violence?
Closing Activity
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
Facilitator Notes:
19
Learning from Our Heroes: Sanctuary Curriculum
Module 10
Democracy
Our Guide
Desmund Tutu was a black minister (called a priest in the Anglican
Church) in South Africa, where the country was ruled by a white
government while most of the people were of color and used a practice
called “apartheid”. Apartheid means enforced separation of people of
color and white people. The rights of the majority, the black people,
living in South Africa were limited, and the white minority ran the
government and made laws that promoted privileges for white people
and mandated limited privileges for black, Indian immigrants and
racially mixed people. Desmond Tutu was an excellent pastor and
became an Archbishop. Archbishop Tutu’s Cathedral was situated in a
white neighborhood, but he was strong in making sure that Blacks and whites were welcome in his
Cathedral and treated equally. He was a powerful and inspiring teacher and pastor. He took risks in
speaking out against Apartheid.
Apartheid was abolished in 1990 and in 1994, people of all races were allowed to vote for the first time.
This election returned power to the majority of South Africans who were people of color. Desmond Tutu
was asked by the government of South Africa to head a committee to look at the wrong doings of the white
dominated government during the time when the South African government promoted apartheid. His goal
was reconciliation and peace instead of revenge. Desmond Tutu set up a community meeting, much like
those we do in Sanctuary, called the Truth and Reconciliation Commission (TRC). He brought together
people from both sides to work out their problems and give equal voice in coming up with solutions.
The TRC, the first of the nineteen held internationally to stage public hearings, was seen by many as a
crucial component of the transition to full and free democracy in South Africa. This Commission was
democratic in that the people of color who had been victimized by the white government had a forum to
tell about the wrongdoings that were perpetrated by the white government. Perpetrators also told their
stories of wrongdoings. Many of the perpetrators had a chance to tell their struggles as people torn by
white privilege and breaking the moral authority of their religious beliefs (that all people are created equal
in the laws of most religions.)
Archbishop Tutu worked to promote the hearing of both sides (democracy) and then offered the
opportunity for forgiveness after the admission of wrong doing. Tutu believed that ALL people who are
oppressed need support in order to have their rights to equality with others. He is a champion against
poverty, homophobia and all forms of racism, gender inequality, and ageism. He also fights for the rights of
people living and dying of AIDS and tuberculosis.
Exploration of Ideas
Commitment to Democracy is about shared decision making, hearing all sides of a problem and finding a
solution that reflects that majority opinion. Democracy may not always mean that everyone gets a vote, but
it does mean that everyone gets to have a voice. It also requires that people participate by giving ideas and
using open communication to talk about what they think and feel about a problem. Democracy helps
groups to be more creative and helps keep one person from having all the power and potentially abusing it.
20
Learning from Our Heroes: Sanctuary Curriculum
One of the challenges of democracy is that sometimes we don’t get what we want even if we really think we
are right.
LEARNING THROUGH ACTION
The “-ism” Activity
“-Isms” are beliefs about a person or group because of a characteristic or assumption about them. Some
examples are racism, ageism (discrimination against people who are old or young), homophobia
(discrimination against people who are gay or lesbian, bisexual or transgender), xenophobia (fear of other
religions), able-ism (discrimination against people who have disabilities).
Group Sharing:
Share with the group an example of a time when you have used put downs or labels for people who are
different from yourself.
Share about times that you have been a Desmond Tutu and stood up for others who are different from the
majority of your facility or community group.
Share about who the people are in your community who stand up for other people. Do staff have the
courage to challenge put down language?
Sanctuary Journals
Time for reflection on the topic of “Democracy”
Write or draw about the following questions:

Was there a time that someone made a decision that you didn’t think was fair?

Do any “isms” apply to you or someone you respect or care about?
Closing Activity
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
21
Learning from Our Heroes: Sanctuary Curriculum
Module 11
Social Responsibility
Our Guide
Judy Shepard. In October 1998, Judy and Dennis Shepard lost their 21
year-old son, Matthew, to a murder motivated by anti-gay hate.
Matthew’s death moved many thousands of people around the world
to attend vigils and rallies in his memory. Determined to prevent
others from suffering their son’s fate, Judy and Dennis decided to turn
their grief into action and established the Matthew Shepard
Foundation to carry on Matthew’s legacy. The Foundation is dedicated
to working toward the causes championed by Matthew during his life:
social justice, diversity awareness & education, and equality for gay, lesbian, bisexual and transgender
people.
Judy Shepard travels across the nation speaking to audiences about what they can do as individuals and
communities to make this world a more accepting place for everyone, regardless of race, religion, ethnicity,
sex, gender identity and expression, or sexual orientation. Speaking from a mother’s perspective, Judy also
authored a 2009 memoir, “The Meaning of Matthew,” exploring the family’s journey through the
prosecution of Matthew’s assailants, the ensuing media coverage and their continuing work to advance civil
rights. She and Dennis continue to make their home in Casper, Wyoming.
Commitment to Social Responsibility means that together we accomplish more, and everyone makes a
contribution to the organizational culture. Mrs. Shepard is the guide for the topic of social responsibility
because she has committed her life to creating a safer world for LGBT people (lesbian, gay, bisexual,
transgender). Her son, Matthew was killed by people who hated LGBT individuals. After his death, she
committed herself to changing the world by telling his story to help eliminate hate.
Exploration of Ideas
Social responsibility is about working together to create change for the better. It is about doing
something about the things you think are wrong. It means not turning away when you see things that are
wrong and also thinking about how your actions affect others. Social responsibility is also about helping
others even when it doesn’t help you. It also means that everybody plays a part in shaping the community
and taking care of each other and the environment they share.
Questions for discussion:
1. What are some issues you think need changing?
2. Why might it have been hard for Mrs. Shepard to advocate for LGBT rights after her son was
murdered?
3. If you were going to work on an issue of social change, what would it be (how would you like to see
the world change)?
LEARNING THROUGH ACTION
Film Clip: Gridiron Gang:
22
Learning from Our Heroes: Sanctuary Curriculum
Scene: The Victory Game (Chapter 28 and the credits. It lasts 5 minutes and 30 seconds. ) Facilitators
should preview the clip to make sure that it is appropriate for their group.
Questions for discussion:
1.
2.
3.
4.
What would the game be like if there weren’t enough players?
How did all team members play a role in winning the game?
How are these players socially responsible?
What do you think about the real people and their accomplishments?
Sanctuary Journals
Time for reflection on the topic of “Social Responsibility.”
Write or draw about the following questions:

How can I be socially responsible in my unit?

How can I be socially responsible in my school?

How can I be socially responsible in the world?
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
Facilitator Notes:
23
Learning from Our Heroes: Sanctuary Curriculum
Module 12
Committing to Growth & Change
Our Guide
Melvin Tolson and The Wiley Debate Team. Melvin Tolson was an instructor of English at Wiley College,
a small African American College in Marshall, Texas in the 1930s. There were very few Colleges for people
of color at this period of American history. This was the period of laws that enforced segregation of black
and white people. At Wiley he taught, wrote poetry and novels, coached football and directed plays. He also
formed a debate team which debated much larger schools. The Wiley team was the first Black team to
debate against white schools. Professor Tolson coached his team for a 10 year winning streak. There were
alleged wins with Harvard and Oxford University. Tolson believed that the ability to argue a point with its
pros and cons was the best way to develop mental alertness. He saw a different future for Black students at
his school and new they needed to push themselves out of their comfort zones in order to succeed.
Exploration of Ideas
Commitment to Growth and Change is about creating a better future for ourselves and our families and
communities. Many of us have had bad things happen to us and those that we care about (families and
friends). When bad things happen, it is human nature to recreate those bad things over and over so that we
can overcome them. Example: When someone gets caught stealing, they may try stealing again with a hope
of stealing without getting caught.
LEARNING THROUGH ACTION
Activity 1: The Great Debate Activity




Break the participants into 2 groups. Assign each group a “side” to take for the debate:
Safety plans are the most useful Sanctuary tool, or Community Meetings are the most useful tool.
Each team should be given 5 minutes to come up with their points for debate.
Allow one representative to debate their side for 3 minutes and use a timer.
The reason for debating the usefulness of the tools is that no idea is perfect, and the best way to get
behind a good idea is to look at the pros and cons.
Example arguments:
Pro Safety Plans: We need to have a way to keep safe in here and the best way to remember things is to
write them down.
Pro Community Meetings: Community Meetings give every person in the room a voice.
After the debate, have a group discussion about the pros and cons. Help the group figure out how to use
Safety Plans and Community Meetings in a way that works for them in order to keep individuals and the
community safe.
24
Learning from Our Heroes: Sanctuary Curriculum
Discussion:
1. What would be different in your life if you were a “hope keeper”, a person who looks on the bright
side of things?
2. How can you help a friend or family member by being hopeful?
Activity 2: Film Clip- The Great Debaters Film
Scene: Chapter 23 starting at 1:45.
The youth of color from Wiley College in Texas are debating the white youth at Harvard. Wiley is a poor
black college in the Jim Crow South. They are debating the right to practice civil disobedience where the
law is unjust.
Questions for Discussion:
1. Do you know the difference between an argument and a debate?
2. How can you make a point about what you believe is right without getting angry or without
insulting your opponent?
3. How can you listen to someone that you disagree with and promote their right to speak out about
their opinions?
4. How can you think clearly when someone is attacking an idea that you believe in?
5. When do you feel Safe to share a personal experience like James Farmer, Junior (who saw a
lynching) in order to make a point about what you believe about injustice?
In order to grow and change which means creating a better future, we have to step out of past patterns and
try things that are out of our comfort zone. We must have courage to change. When you change, you are
creating hope for others.
Sanctuary Journals
Time for reflection on the topic of “Committing to Growth and Change.”
Write or draw about the following questions:

How can I commit to growth and change in myself?

How can I commit to growth and change in my community?
Closing Ritual
Ask each group member to answer the following question:
What is one thing you can do this week to make a safe environment for someone else?
25
Learning from Our Heroes: Sanctuary Curriculum
Resources:
http://en.wikipedia.org/wiki/Barack_obama
http://en.wikipedia.org/wiki/Desmond_Tutu
http://en.wikipedia.org/wiki/Gandhi
http://en.wikipedia.org/wiki/Martin_luther_king
http://en.wikipedia.org/wiki/Melvin_Tolson
http://en.wikipedia.org/wiki/Mother_Teresa
http://en.wikipedia.org/wiki/Nelson_mandela
http://en.wikipedia.org/wiki/Sojourner_Truth
http://www.matthewshepard.org/site/PageServer?pagename=Our_Story_Judy_Bio
Goleman, Daniel (2006). Social Intelligence. Bantam Dell. New York, NY. Pages 4-5.
Photograph links:
http://en.wikipedia.org/wiki/File:Nelson_Mandela.jpg
http://en.wikipedia.org/wiki/File:Martin_Luther_King_Jr_NYWTS.jpg
http://en.wikipedia.org/wiki/File:Sojourner_truth_c1870.jpg
http://en.wikipedia.org/wiki/File:Official_portrait_of_Barack_Obama.jpg
http://en.wikipedia.org/wiki/File:MKGandhi.jpg
http://en.wikipedia.org/wiki/File:Rosaparks.jpg
http://en.wikipedia.org/wiki/File:Nelson_Mandela-2008.jpg
http://en.wikipedia.org/wiki/File:Archbishop-Tutu-medium.jpg
http://en.wikipedia.org/wiki/File:MotherTeresa_090.jpg
http://www.matthewshepard.org/site/PageServer?pagename=Our_Story_Judy_Bio
26
Learning from Our Heroes: Sanctuary Curriculum
Appendix
Safety Plan Worksheet
What are things you can do to help keep yourself Safe?
Sample Safety Plan
Things I can do on my own:
Think of a role model (Family member, Religious figure or Hero)
Listen in my head to my favorite song or positive rap. It can be as simple as hearing Happy
Birthday or Amazing Grace or Lift Every Voice and Sing.
Pray or think of my favorite place in the world.
Things that require support from others:
Tell staff the best way to prompt me when I am “losing it”. (e.g., Think of your family, future,
a positive rap line or positive quote.)
Speak my Safety Slogan (e.g. “Home Sweet Home”, Slow your Roll)
Take a walk with staff
My Safety Plan
Things I can do on my own:
1.
2.
3.
Things that require support from others:
1.
2.
3.
Signature:_____________________________
Date:____________________
27