1
Session 1
Introduction to the group. Group rules and outline
3 - 23
of the course. Costs and benefits of offending
short and long term. Violence and twisted
thinking.
Session 2
Alcohol and behaviour.
24 - 31
Session 3
Peer pressure.
32 - 48
Session 4
Healthy relationships, assertiveness and domestic
49 - 50
violence.
Session 5
Socialisation and cognitive behavioural model.
51 - 60
Four pre conditions of offending.
Session 6
Negative consequences of offending for
61 - 66
themselves, family, friends and the community.
Session 7
Short and long term effects on victims.
67 - 77
Session 8
Female health session.
78
2
AIM
To provide a general introduction to this group, introduce the content of the
programme, and build a rapport. To discuss costs and benefits of offending
and introduce twisted thinking.
OBJECTIVES
1. All group members to understand the importance of group work and
methods of recording etc.
2. The group members will develop a set of rules for their group.
3. Group members will identify general and subjective positives and
negatives for offending and non – offending examples.
4. Group members will identify short and long term nature of positives and
negatives of offending.
RESOURCES
1. Flipchart and pens.
2. Lined paper pens.
3. Photocopied homework sheets.
SESSION OUTLINE
1. Introduce self and co-tutor to group. Emphasise the importance of
participation in group work, both from the perspective of youth justice
expectations, and also from the side of personal development.
2. Get group working together to develop a set of rules for this session.
3. Group to complete a cost/benefit analysis using offending and nonoffending examples.
3
TIMING
This session should last approximately 1 hour.
TUTOR NOTES FOR SESSION
Motivation plays an important part in group work programmes. This point in
the programme is crucial, setting the tone for the remainder of the course.
During this opportunity talk about the need to carry out work agreed in
meetings; the importance of doing offence related work in terms of personal
development as well as youth justice expectations. Inform the group
members that reports are written following every group session, and larger
reports for meetings.
Group facilitators should emphasize that group members should not talk
about their index offences during the sessions, particularly those on
remand. This is because the objectives of the core programme are to raise
awareness and understanding of issues related to offending, and also to
teach skills to help cope with difficulties in the future. Young people will be
expected to work through their own index offences (if sentenced) through
the completion of workbooks once they have completed the initial
programme.
1. Explain to the group members that we are now going to come up
with a set of rules for how people should behave while they are in this
group, in other words, the group rules.
Group facilitator to write these rules on a flipchart to be displayed
through the duration of the programme. They can be referred to when
necessary to remind people of how they have agreed to behave. All
4
group members should agree rules before being added to the list.
Appropriate rules might include:
1. No shouting
2. No swearing
3. No making fun of others
4. Everyone contributes
5. No gossiping outside of the session
Suggestion: It is sometimes useful when first facilitating group work
sessions to prepare the flip chart paper beforehand. Draw a scroll, for
example, on which the contract can be written. Also it might be useful to
faintly write in pencil some of the main points you are trying to draw from
the group in one of the corners of the flipchart page. This hopefully will
help the session run much more smoothly, rather than having to constantly
look back at notes.
2. Explain to group members that criminal behaviour is like most other
human behaviours; people do it because they get something positive
out of it. Group members to brainstorm the good things (positive things)
Group facilitator to chart list these.
However, along with good things there are also some not so good
things about breaking the law. Group facilitators to chart list these
beside the positive things.
The idea of the exercise is to help group members identify a longer
range of negative or not so good things about criminal behaviour for
them. Encourage group members to recognise that many of the
‘positives’ associated with offending are short term, while many of the
5
‘negatives’ are long term. Help group members to identify their own
personal positives and negatives associated with offending.
Suggestion: When trying to identify short and long term effects, use different
colour pens to differentiate between short and long term. Also, why not create
an activity where costs and benefits are written on individual cards and then
list the cards in terms of how long they will last. Not only will this provide a
clear visual aid, but it will also present group members with an opportunity to
get involved in a more interactive session.
Explain to group members that while there are positives (benefits) and
negatives (costs) associated with many behaviours, there are also benefits
(positives) and costs (negatives) associated with stopping problem
behaviours. Use the following smoking and drinking examples to illustrate
this point:
KEEP SMOKING
BENEFIT
COST
Calm me down
Help when I’m
bored
KEEP DRINKING
BENEFIT
Like getting drunk
Have a laugh
Stops me thinking
Expensive
Coughing
Clothes & hair
smell
Possible cancer
Short of breath
COST
Hangovers
Expensive
Being sick
Do ‘risky’ things
when drunk
Damage liver
Makes you fat
STOP SMOKING
BENEFIT
COST
Save money
Cough goes away
Clothes & hair
don’t smell
Feel fitter
Can run up stairs
without wheezing
STOP DRINKING
BENEFIT
Save money
Feel fitter
Don’t miss school
or work with
hangover
Don’t get into
danger/trouble
Don’t put on
weight
No hangovers
6
Need other things to
keep me calm
COST
Don’t get that ‘drunk’
feeling
Encourage group members to brainstorm the relevant points in the cost
benefit analysis.
Suggestions: When confidence improves it may be useful to think of other
examples with which to do a cost/benefit analysis – even encourage group
members to think of a topic (encouraging ownership and thus better
participation in the session).
Summarise the session by reminding group members that there are a
range of reasons why we do things we shouldn’t and also reasons why we
shouldn’t. Hopefully this session has encouraged group members to think
about decisions they have made in the past and be aware of the
consequences. Often if we do cost and benefit analysis’ of everything we
do, we might actually find that we might choose to do some things
differently!!
TWISTED THINKING!
AIM
To introduce group members to the concept of cognitive distortions (twisted
thinking) and how they fit into criminal behaviour.
OBJECTIVES
1. All group members shall understand what twisted thinking is.
2. All group members should have experience of identifying twisted thinking
generally.
3. All group members should have experience of identifying how twisted
thinking neutralises criminal behaviour.
7
RESOURCES
1. Flip chart.
2. Photocopied handouts and worksheets.
3. TV and Video.
SESSION OUTLINE
1. Recap previous session and explain material to be covered in this
session.
2. Explain what cognitive distortions (twisted thinking) are using nonoffending examples.
3. Identify cognitive distortions for offending behaviour using exercise ‘why
did they do it?’
4. Use worksheet ‘Twisted thinking 1’ and get group members to brainstorm
the cognitive distortions / twisted thinking and straight thinking. Use roleplay techniques and act out both ‘twisted’ and ‘straight’ versions of the
scenario.
5. Group to work in pairs, or as a group with worksheet ‘Twisted thinking 2’
to identify cognitive distortions / twisted thinking and straight thinking. Use
role-play techniques to both act out ‘twisted’ and ‘straight’ versions of the
scenario.
TUTOR NOTES FOR SESSION
Explain to group members that today we are going to look at the things we
tell ourselves that makes committing a crime ok or not so bad.
Explain to group members that sometimes we all try to behave in ways we
know we shouldn’t, for example when trying to diet, or give up smoking /
drinking, by eating chocolate or having just one cigarette or pint of lager.
Because we don’t want to feel bad about doing this, we tell ourselves
things that make what we are doing seem ok, for example:
8
Dieting, but having a bar of chocolate.
It’s only a small bar; it won’t have many calories in it.
It’s my one treat of the day.
I’ll eat less tomorrow.
I’ll go to the gym tonight.
Reiterate that this TWISTED THINKING makes what we are going to do
or doing seem ok, and it stops us from feeling bad about what we are
doing. We’re making excuses or justifying what we’re doing. This is
exactly the same as in criminal behaviour.
Suggestions: there are so many different ways in which you can make this
session not only easy to understand, but also fun and interesting. One way
which has proved extremely entertaining is through video. There is a video for
this session available at AYPC replacing the flip chart exercise with a several
comedy sketches highlighting twisted thinking. It may be fair to suggest that
group facilitators could make their own videos – this will help you practice the
role play aspect of the programme, as well as have another tool to use in
sessions. Another suggestion might be to encourage the group to participate
in an extra session and make their own twisted thinking video, thus
reinforcing the learning points of the session and encouraging individuals to
learn through modelling.
If you feel that an example of eating chocolate is not appropriate for the
group then think of another example, for example smoking, gambling on
slot machines or skiving off school – encourage the group to come up with
non offending behaviours which people do even when they shouldn’t.
9
Why did they do it? (Exercise 3)
Informal theories of crime are to be seen in the excuses which people make
for their bad behaviour. They know what they have done is illegal, or harmful,
or at least looked on with some displeasure by others, but they attempt to
explain it away when challenged, by offering defences and rationalisations.
Write down an offence category on a sheet of paper (one offence per group
member) and hand out a sheet to each group member. Ask the group then to
write down a piece of twisted thinking that someone who commits the offence
on the respective sheet might think to make it ok for them to do that crime.
Once everyone has written the distortion down, ask the group to pass their
sheet to the person next to them. Complete the exercise until everyone has
identified a piece of twisted thinking for each offence.
Now the lists are complete, discuss them as a group, trying to classify the
responses into categories. Some common categories of excuses for crimes
are:
1. Need – I was hungry, cold, broke etc.….
2. Gain – I was short of money to go out with….
3. Excitement – You should have seen us going round that corner….
4. Retaliation – He started it….
5. Accidental – I didn’t mean to do it….
6. Impulse – I don’t know what came over me….
7. Hatred – Those bastards, I just hate the sight of them….
8. Can’t explain – Don’t know, just happened, that’s all….
9. Denial of injury – Just happened that’s all….
Summarise the session by reiterating that twisted thinking is something we do
all of the time, and before we can do something about it (which we will learn
next session) we need to be able to recognise when we are using it. This is a
10
perfect time to pull previous sessions together, such as thoughts and feelings
affecting behaviour etc.
Suggestions: the notion of twisted thinking is sometimes difficult for group
members to understand, so a bit of imagination is often required. One image,
which has proved extremely successful, is that of the angel and devil. Picture
back to cartoons of old (even the Simpsons have used them!!!!) to angels and
devils on the shoulders of a poor soul trying to decide what to do. For
example someone trying to give up smoking:
Devil – “go on have a cigarette. You know you really want one!”
Angel – “don’t start smoking think of all the bad things about smoking”
Devil – “come on it is just ONE cigarette…. It won’t make a difference”
Angel –“STOP!! One cigarette leads to more – you’ll be back on twenty,
any way think about the lung cancer!!”
Devil – “don’t listen to him, your uncle smoked for 40 years and he is
fine!!”
Etc etc etc
This image is a perfect way to introduce verbal rehearsal – encourage group
members to play angels and devils and identify twisted and straight thinking
for a range of subjects. This can often be fun, however it will need to be
modelled properly by group facilitators in order for group members to grasp
the idea.
11
Worksheet: Twisted thinking 1
Look at ‘Twisted thinking 1’ and read this through with group members. List
all of the cognitive distortions in the story on the flip chart.
Suggestions: Working with written stories should vary according to the
group’s reading abilities. It may be appropriate to encourage the group to take
in turns reading, however sometimes group members may disengage due to
the limitations of their reading ability. If this is the case why not read out the
story to the group and then tell them you are going to read the story again,
and every time someone hears a distortion they must shout “Twisted
Thinking!!!!” The reader then stops and the group member must identify the
distortion to be charted.
Another suggestion in the same vein may be to ask the group to line up
against a wall (providing there is enough space) and with every correct
answer take a step forward, and the winner is the individual who has made
the most steps by the end of the story. Getting the group to participate in a
session actively often results in high levels of learning, thus making the
sessions fun is crucial.
Here is a guide of the cognitive distortions to look out for in this exercise:
1. “I didn’t actually take them myself”. (Denial of responsibility)
2. “There was no violence involved, they were taken when the driver
wasn’t looking” (Denial of injury)
3. “The firm would be insured anyway” (Denial of victim)
4. “Even the copper was going to get one” (Condemn the condemner
(having a go at those who have a go at us)).
5. “What are mates for if not helping each other out.” (Appealing to
higher loyalties)
12
Suggestions: along with the answers are little groups which facilitators can
categorise the many distortions. This is a good way of using the exercise as a
basis for discussion.
Reiterate the idea that twisted thinking allows us to self-talk ourselves into
trouble, in this case into committing criminal acts. Say to group members that
one of the things we’re going to learn during this programme is how to STOP
this twisted thinking and SWAP it for straight thinking, thoughts that will help
us go straight and stay out of trouble with the police.
Group members to identify straight thinking Andy could use to help STOP and
SWAP the twisted thinking, to use straight thinking to help self-talk himself out
of trouble. Group to brainstorm more appropriate thinking, which will:
Stop the cognitive distortions in their tracks.
Challenge the rationalisations and see things more realistically.
Remind self of the negative consequences for criminal behaviour.
Include a way of getting out of the situation and not committing an
offence.
For example:
a. “This kind of thinking is twisted thinking and it’ll get me back into
trouble”. “Need to have some straight thinking to get me out of this
situation”.
b. “Even if the firm was insured they still have to pay for insurance and if
they keep getting robbed no-one will want to insure them”
“I’ve never heard of coppers being involved in this sort of thing, it
wouldn’t be worth it for a couple of CD’s”
13
c. “If I do keep the stuff over night I’ll be done for handling.” “Handling
could get me into more serious trouble this time round, with this I could
get a DTO or something – I don’t want to get a prison sentence”
d. Say to Barry “sorry mate I can’t help you this time. I don’t want to be in
trouble with the police again, this time I could get put away”
Get group members to role-play this scenario and practice talking aloud the
straight–talking alternatives for the scenario.
Worksheet: Twisted Thinking 2
Give out worksheet: ‘Twisted Thinking 2’ and read through with the group
members. Again ask the group to become involved in creating a role-play with
the story, practicing talking aloud the straight – talking alternatives for the
scenario.
Here is a guide of the cognitive distortions to look out for in this exercise:
1. “It was an accident, we didn’t mean to burn down the whole school”
(Denial of responsibility).
2. “No-one was there, nobody got hurt” (Denial of injury)
3. “It’s all insured, they’ll soon build a new school” (Denial of victim)
4. “Businessmen do this all the time” (Condemn the condemners)
5. “The teachers really had it in for us, we owed them” (Appealing to
higher loyalties, us versus them!!!)
Again group to identify straight-thinking alternatives that Dave could use to
help STOP the twisted thinking. Brainstorm these straight talking alternatives
for this scenario.
14
Suggestion: if time is running out and you are unable to complete both of the
twisted thinking exercises fully, incorporate the exercises as a homework
exercise. Encourage the group members to read through the scenario and
answer the attached questions. This exercise will expect group members to
identify twisted thinking for each scenario, and then put themselves in the
shoes of the character and stop and swap the distortion with “untwisted”
thinking, helping them avoid trouble.
15
TWISTED THINKING 1: ANDY’S STORY
Late one night, Barry calls round to his best mate Andy’s house. He has
some personal CD players, which have just ‘fallen off the back of a lorry’.
Barry asks Andy if he’ll look after them overnight. Andy seems a bit reluctant
at first, but Barry tells him not to worry, there was no violence involved, Barry
took the stuff when the driver wasn’t looking.
Andy thinks to himself that it’ll be okay then, the firm would be insured so no
one would really lose out. Also, he thinks that he didn’t actually take the stuff
himself. Barry tells Andy that the van had broken down just before he took the
stuff and the copper who was there looked like he was going to get one too.
Andy says to Barry that he’ll keep the stuff overnight no problems, after all,
what are mates for if not helping each other out.
16
TWISTED THINKING 2: DAVE’S STORY
Dave meets up with two mates he knew from school. As they are walking
along the road, they begin talking about school and how much they all hated
it. They get talking about one particular teacher, Mr Evans. He was really
awful to everyone, taking every chance to show them up and make them look
stupid. Dave and his mates would really like to get their own back on him.
They decide to set fire to his classroom.
Dave and his mates get some petrol and matches and head off for the school.
They set fire to the classroom easily and soon it’s really burning. Suddenly, a
gust of wind sweeps flames into the surrounding buildings and very soon the
whole school is on fire.
Shortly after the blaze is put out, the Police questioned Dave and his mates.
Dave says that it was all a big mistake, an accident; they never meant to set
the whole school on fire. Anyway, no one was there; nobody got hurt, so it
couldn’t have been that bad. Plus, everyone knows schools are insured they’ll
soon be able to build a new one.
Dave and his mates are charged with setting the fire. They cannot understand
this. Everyone knows that people set fire to old buildings all of the time,
especially if they cannot get permission to knock them down and build
something else. Dave and his mates think that there’s one law for some and a
different law for others
17
TWISTED THINKING AND STRAIGHT THINKING:
ANDY’S STORY
In the boxes below write down Andy’s twisted thinking. Also write down how
Barry could stop and swap his twisted thinking with straight thinking.
Remember the angel and devils on your shoulder when you are completing
this exercise.
Andy’s twisted thought #1 (what is Andy thinking to himself to make it ok for
him to commit a crime?)
Now stop and swap this twisted thinking with some straight thinking. What
could Andy think to stop him from persuading himself from getting himself into
trouble? Help Andy untwist his thinking.
18
Andy’s twisted thought #2 (what is Andy thinking to himself to make it ok for
him to commit a crime?)
Now stop and swap this twisted thinking with some straight thinking. What
could Andy think to stop him from persuading himself from getting himself into
trouble? Help Andy untwist his thinking.
19
Andy’s twisted thought #3 (what is Andy thinking to himself to make it ok for
him to commit a crime?)
Now stop and swap this twisted thinking with some straight thinking. What
could Andy think to stop him from persuading himself from getting himself into
trouble? Help Andy untwist his thinking.
20
TWISTED THINKING AND STRAIGHT THINKING:
DAVE’S STORY
In the boxes below write down Dave’s twisted thinking. Also write down how
Dave could stop and swap his twisted thinking with straight thinking.
Remember the angel and devils on your shoulder when you are completing
this exercise.
Dave’s twisted thought #1 (what is Dave thinking to himself to make it ok for
him to commit a crime?)
Now stop and swap this twisted thinking with some straight thinking. What
could Dave think to stop him from persuading himself from getting himself into
trouble? Help Dave untwist his thinking.
21
Dave’s twisted thought #2 (what is Dave thinking to himself to make it ok for
him to commit a crime?)
Now stop and swap this twisted thinking with some straight thinking. What
could Dave think to stop him from persuading himself from getting himself into
trouble? Help Dave untwist his thinking.
22
Dave’s twisted thought #3 (what is Dave thinking to himself to make it ok for
him to commit a crime?)
Now stop and swap this twisted thinking with some straight thinking. What
could Dave think to stop him from persuading himself from getting himself into
trouble? Help Dave untwist his thinking.
23
AIM
To provide general information to the group around Alcohol, including effects,
risks and awareness regarding units and sensible drinking, including binge
drinking.
OBJECTIVES
1. All group members to have a clear understanding of the effects and risk of
alcohol.
2. Group members will have the opportunity to interact and the session will
allow for discussion around any issues raised.
3. Group will look at Binge drinking and issues around units.
4. Group members will be encouraged to discuss alcohol related issues.
5. Practical exercise to illustrate alcohol amounts and units.
6. Advice and information will be given to group members around sensible
drinking.
7. Focus on safety and raising awareness – give out spikey’s for harm
reduction.
RESOURCES
1. Alcohol case – with examples of units
2. Alcohol Unit guide
3. Alcohol info fact sheet
4. Alcohol diary
5. Spikey’s
6. Alcohol calorie guide
24
SESSION OUTLINE
1. Introduce self and describe YDAP service and intervention that the
service offers.
2. Focus session around alcohol, establish ground rules in the session and
ensure that the group are comfortable.
3. Facilitate group discussion and encourage debate around alcohol, risks,
effects etc.
4. Encourage the group to participate in the calculating units activity.
TIMING
This session should last approximately 1 hour.
25
Calories in Alcohol
Beer
Pint of lager
200
Pint of bitter
100
Pint of sweet cider
250
Pint of dry cider
200
Pale ale
91
Stout, bottled
105
Can of lager
85
Wines, 750 cl bottle
Red wine
510
Rose wine
535
Sweet wine
710
Dry wine
500
Medium white wine
565
Champagne
480
Spirits (double)
Gin
100
Vodka
100
Whisky
100
Southern Comfort
140
Baileys
160
Others
1ltr bottle Bella/Lambrini
1000
1ltr bottle Cider
800
26
Alcohol Unit Guide
1 single measure 25ml
1 Unit
Spirit
1 small glass 120ml
1 Unit
Wine
1 can 500ml Beer/Cider
2 Units
1 bottle Alcopop
2 Units
1 bottle (1 litre)
7 Units
Lambrini/Bella
1 bottle (3 ltrs) White
22.5 Units
Cider
27
28
29
30
31
AIM
To encourage the group to understand the concept of peer pressure and
develop strategies to deal with group pressure.
OBJECTIVES
1. Group members to understand the concept of peer pressure.
2. Group members to contemplate how susceptible they may be to peer
pressure.
3. Group members to understand the steps for ‘dealing with peer pressure’.
Facilitators to model a scenario.
RESOURCES
1. Flip chart and pens
2. Peer pressure quiz
SESSION OUTLINE
1. Welcome the group and introduce the session which is about dealing with
peer pressure.
Group members to participate in the conformity
experiment.
2. Group members to agree on a definition of peer pressure and learn more
about some peer pressure studies.
3. Group members to complete the ‘Peer Pressure Quiz’.
4. Group members to discuss where peer pressure takes place and the
many forms it takes.
5. Introduce the steps for ‘Dealing with Peer Pressure’
6. Model a scenario.
32
TIMING
This session should last between 45 minutes and one hour.
TUTOR NOTES
1. Begin the session by welcoming the group, informing them that they are
going to do something very different to start with.
2. Now for an experiment! Have one group member leave the group or room
(you will need to choose someone who will go along with the task and not
feel picked on and react badly).
While the group member is away, quickly explain to the group that you are
going to tell a joke that makes no sense at all. Tell the group to laugh out
loud (even if they do not think the joke is funny).
E.g. Q - “What’s the difference between a doctor and a flamingo?”
A – “Neither of them can play the piano”.
When the group member returns to the group, tell the joke and watch their
response.
If the selected member laughs with the rest of the group, ask them if they
thought the joke was any good and why they were laughing.
Explain that they were taking part in an experiment about conformity and
that the selected member had been influence by peer pressure.
Make the point that this does not mean that the selected person is weak,
they are just human, and that most people would respond in the same
way.
33
If the selected member does not laugh, congratulate them for not being
swayed by peer pressure.
Today we are going to talk about dealing with peer pressure. Before we
go into the session, it is really important that we understand what is meant
by “peer pressure”. Encourage the group to agree on a definition.
www.dictionary.co.uk defines peer pressure as: “the strong influence of a
group, especially of children, on members of that group to behave as
everyone else does”.
To illustrate the concept of peer pressure, it would be useful to tell the
story of Solomon Asch.
In 1955, a psychologist called Solomon Asch wanted to investigate what
human beings would do when confronted with a group that insists that
wrong is right.
In his experiment, he showed groups of seven college students a line and
then asked each student to identify which of several other lines matched it
in length. Only one student, however, was being tested. The others were
in on it with Asch.
The stooges all picked the same blatantly wrong
answer.
75% of the people tested conformed at least once and 5% conformed
every time.
Explain to the group that we have to deal with group pressure every single
day. A lot of the time, pressure can make us do things that we don’t want
34
to do and also that at times gets us into trouble. This is a good point in
the session to talk about how people are going to cope when they return
home and see their old mates. This is often a difficult time as lots of
pressure is put on to go back into offending, be it burglaries, drugs,
fighting, etc.
3. Hand out the Peer Pressure Quiz to all group members to complete,
ensuring that support is available with reading and writing.
Inform the group that the answers to the quiz will not be shared with the
rest of the group as the aim of the quiz is to help you think about how
much you are influenced by peers.
Once the questionnaire has been completed, bring the group together and
make the following point:
‘Look again at the questionnaire you have filled in about peer pressure. It
is important to recognise that everyone is influenced by people and we
can be influenced by peer pressure without even knowing it. Think about
the clothes we wear and the music we listen to – would it be the same f
we hung around with different people?
4. Split the group into two teams. Invite each team to discuss the following
questions, writing their thoughts down on flipchart paper:
In what sort of situations would you find someone being forced to deal
with peer pressure? Write down as many situations you can think of.
It is important that we recognise when people are putting us under
pressure in order to deal with it in a way that we are happy with. Write
35
down as many ways as possible that a group/person can put pressure
on someone.
Such answers may include:
Threaten physically
Make fun of them
Threaten to exclude from the group
Make someone feel guilty (emotional blackmail)
Trick/con them
Bribe them
Lie to someone
Keep asking them
Convince them
Once the teams have a list, bring the main group together and feed
back answers, encouraging discussion.
Comment on the fact that many of the ways to pressurise someone
into doing something are not really in the best interests of the person
being pressurised. Ask the question that if someone is treating you in
this way, for example, threatening or lying to you, then perhaps they
are not acting the way a friend would. Therefore, it is important that
not only do we learn to recognise this, but we also learn how to deal
with it and get what we want.
5. Introduce the steps for ‘Dealing with Peer Pressure’
36
Think about what the person/group wants you to do and why. (Listen to
other people; decide what the real meaning is; try to understand
what is being said).
Decide what you want to do. (Give in; resist; delay; negotiate)
Decide how to tell the group/person what you want to do. (Give
reasons; talk to one person only; delay; assert yourself)
Tell the group/person what you have decided.
6. Model A Scenario
Group facilitators to model a scenario for the rest of the group. At the
point when a decision is needed on how to respond to a situation, step out
of the role play and go through the steps.
Talk through each step as if you are the character being role played.
Invite the group to think of ways in which they can deal with peer
pressure. Then go back into role play and carry out the outcome you
have decided to go with.
37
Peer Pressure Quiz
1. You’re in a shop and you see one of your friends slip a pack of
gum into his pocket. You:
a. Decide that since he didn’t get caught, what’s the harm in stealing
one for yourself?
b. Pretend you didn’t see him.
c. Tell him that stealing is wrong and he should go put it back.
2. You’re at a party with a bunch of friends. While playing truthor-dare, you are dared to kiss someone. You:
a. Go for it! You can’t back down from a dare.
b. Go to kiss but at the last minute you decide to say no.
c. Say no and try to change the activity.
3. While sitting at your lunch table, everyone starts making fun of
one of your friends. You:
a. Join in. Your friend won’t find out and you might be made fun of if
you don’t.
b. Sit there and eat your lunch.
c. Stick up for your friend. How would you feel if you friends made
fun of you?
4. You really want to go to a party at your mate’s house. Your
parents said “NO WAY”. Your best friend says she will help
you sneak out. What do you do?
a. Accept and start getting ready. What an awesome friend!
b. End up staying home but fight with your parents the whole time.
c. Stay home and make the best of it. Who knew you could have fun
with your parents?
38
5. You’re skating with some friends when one of them lights a
cigarette. Do you:
a. Ask him for one – it looks cool.
b. Decline the offer. You don’t need to smoke to have fun.
c. Give him a look of disgust as you go find other people to skate
with.
6. Have you ever given in to a peer-pressure situation?
a. Yes
b. Maybe
c. No
7. Do the friends you hang around with:
a. Never commit crimes
b. Commit crimes sometimes but not very often.
c. Commit crimes a lot and ask you to join in?
8. It’s Friday night. All of your friends are going to a party but
you promised your boring cousin you would go to the cinema
with her. You:
a. Ditch your cousin – you want to have fun!
b. Go to the cinema but meet up with your friends later.
c. Tell your friends a promise is a promise and go with your cousin.
9. Someone offers you cannabis. Your first reaction is to:
a. Say, “Sure!”
b. Shrug and say, “I don’t know”.
c. Say, “Absolutely not”.
39
10. In history class, Jamie wants to look at your test paper. You:
a. Let him, because someday you might want to look at his.
b. Let him, but tell the teacher after class.
c. Cover your paper so he can’t see it.
Scoring for the Quiz
Mostly A’s
You have not learned to stand up to peer pressure. You
continually make bad decisions because of other people’s
influence on you. You need to decide who you really are.
Don’t just go along with the crowd.
Mostly B’s
You are still learning. Sometimes you make your own
choices but sometimes you still let other people pressure
you. Instead of just letting an issue pass by, try taking a
stand and tell everyone how you feel. You will go a lot
farther if you stand up for what you believe in.
Mostly C’s
You know how to resist peer pressure. You are comfortable
with what you believe and don’t mind being different and not
following what is popular. Keep your strong morals and
your good choices. You will need them as you continue
through life.
40
PEER PRESSURE SCENARIO – A
Andrew was working hard in class revising for his exams. Three other
lads were making fun of Andrew calling him a swot and a goody two
shoes.
They told him to join in with them in winding up the teacher.
Andrew didn’t really want to as this exam was important. One of the lads
said, “If you don’t join in with us then you are on the teacher’s side and
we’ll make your life hard”.
How should Andrew deal with the peer pressure?
41
PEER PRESSURE SCENARIO – B
Mark was with his mates outside his house.
David pulled out some
cigarettes and offered them around the group. Everyone took a cigarette
except Mark. The rest of the lads kept asking Mark to have a cigarette.
“Go on, have one, you’ll really enjoy it”, said David.
“Don’t be such a wuss, everyone else is having one”, chipped in Nathan.
How should Mark deal with this peer pressure to smoke?
42
PEER PRESSURE SCENARIO – C
Suzanne has been coming in really late on a school night after going out
drinking with her mates. One day, Suzanne’s mum and dad called her into
the living room and said, “We are really unhappy with you coming in late
and drunk, especially on a school night”. Suzanne was then told to stop
going out until late and to stop hanging around with her mates who drink.
Her dad also told her that if she came in drunk again she would be
grounded.
How should Suzanne deal with this pressure from her parents?
43
PEER PRESSURE SCENARIO – D
Peter was out with his mates, just walking about and bored as anything.
Some of Peter’s mates decided to go and steal the motorbike that was
parked down the street. Peter knew that if he went along with them and
they were caught then he would get into serious trouble, so he said no to
pinching the bike. Peter’s mates tried to persuade him saying how great it
would be, and also how much money he could make going along with
them. His mates kept asking him to join in saying things like, “C’mon,
Peter, we need you.
I thought you were our friend”, and “Don’t be a
chicken, come with us and nick the bike”.
How should Peter deal with this peer pressure?
44
PEER PRESSURE SCENARIO – E
James used to smoke cannabis with his mates all of the time at his mate
Stephen’s house. James decided that he was fed up with all of the trouble he was
getting into stealing the money for the drugs, so he stayed away from Stephen’s
house.
A week later, James bumped into Stephen and his mates. They asked James if
he wanted to go back to his house and smoke. James turned down the offer and
as a result everyone started putting pressure on him to come saying things like,
“C’mon, James, don’t be boring”, “You wont stop, anyway, if you wont be our
mate…” and “Don’t be such a chicken – come and have a smoke, you know you’ll
enjoy it”.
How should James respond to this peer pressure?
45
PEER PRESSURE SCENARIO – F
Julie and Wendy are at a party with some of their mates. At this party was
a lad called Stuart who really fancied Julie. Julie didn’t like Stuart that
much and was really shy. Wendy and other people at the party started
putting pressure on Julie to get off with Stuart. “Come on, Julie, don’t be
so boring – you can’t be a virgin all of your life”. “Anyway”, said another
girl, “If you don’t get off with Stuart, everyone is going to think you are
weird and you wont get asked out ever again!”
How should Julie deal with the peer pressure?
46
PEER PRESSURE SCENARIO - G
Arnold was in a shopping centre with his mates.
Dave said to Arnold “Go on, Arnold, steal some sweets”.
Arnold refused saying, “No way, I’m not doing that – I’ll get caught!”
Dave and the rest of his mates started laughing at Arnold, “Don’t be such a
chicken!! If you don’t steal them, then you can’t hang around with us”.
How should Arnold deal with the group pressure?
47
PEER PRESSURE SCENARIO - H
Ryan is 15 years old and went to the local comprehensive school. One
day a group of Ryan’s’ mates ran up to Ryan and said that “Ian has been
telling lies about you to everyone – you had better go and sort him out”.
Ryan didn’t want a fight in case he got into trouble. All of Ryan’s mates
were egging him on to fight Ian saying things like “you have to stand up for
yourself or people will think you have gone soft”.
How should Ryan deal with this pressure from his mates to fight Ian?
48
Brainstorm – what is domestic violence?
Ensure that the following are discussed
Physical abuse (slapping, punching, kicking, strangling etc)
Sexual abuse (rape, feeling intimidated into sex (fear of repercussions if you
say no))
Emotional abuse (name calling, putting down)
Financial abuse (not giving money either for going out or to feed children)
Its all about POWER and CONTROL
Discuss the power and control wheel
Hand out copies of Expect Respect and discuss Jessica’s story, then hand
out copies of the Women’s Aid Expect Respect session
–
part of the
Women’s Aid Expect Respect Education Toolkit, designed to be used by a
range of other professionals working with children and young people in a
variety of settings.
Afterwards allow time for the girls to have a look at the booklet – do the
quizzes etc
This part of the session is often guided by what the girls themselves find most
interesting and want to discuss
Please
visit
the
website
for
young
www.thehideout.org.uk
49
people
to
get
support
-
Power and Control wheel
Consider the following definition of abuse: “Abuse is any attempt to gain power or control over
another person using physical, emotional or sexual tactics.” The wheel you see on this page
shows that Power and Control are at the centre of an abusive relationship. In other words, abuse
is when there is a pattern of one person trying to gain power and control over the other. One of the
most obvious or blatant ways to control another person is by using violence – such as hitting a
person, holding them down or sexually assaulting someone. However there are other ways of
controlling a person that do not include physical violence and are not so easy to spot. Instead of
using physical or sexual violence, many abusers may use verbal, emotional, psychological or
financial tactics to control the other person. Some examples of these forms of abuse are shown in
between the ‘spokes’ of the wheel. They are more subtle (not so obvious) so often people do not
recognise them as abuse. But they are abused, and they often lead to physical violence.
- 50 -
AIM
To introduce group members to cognitive-behavioural therapy generally, and
a model explaining pre-conditions to offending.
OBJECTIVES
1. All group members to be socialised into the cognitive – behavioural
therapy generally, and a model explaining pre-conditions to offending.
2. All group members to understand the four pre-conditions to offending
model.
3. All group members to have experienced using the pre-conditions model
on a range of offences.
SESSION OUTLINE
1. Recap previous session.
2. Socialise group members into the CBT model – the Cat / Burglar scenario.
3. Teach four pre –conditions model to group members.
4. Use ‘shoplifting’ story to illustrate four pre-conditions.
5. Use ‘burglary’ story to illustrate four pre-conditions.
6. Use ‘robbery’ story to illustrate four pre-conditions.
TUTOR NOTES FOR SESSION TWO
1. Recap content of the previous session, encouraging group members to
contribute to this recap.
2. Reiterate that this group is part of helping group members to understand
why people offend and how they do it. Hopefully by talking about these
topics, it will encourage them stay clear of trouble in the future. They will
- 51 -
do this by becoming more aware of people’s thoughts and behaviour
leading up to committing a crime so that they can have more self-control
to stop getting into trouble in the future.
The cognitive model suggests that our thoughts are the key to our actions.
Give the example of waking up at night, hearing a noise, and thinking, “it’s
a burglar”. What would they do? Next, same scenario but thinking, “It’s
only the cat”. What would they do? Discuss different actions how thoughts
impact on these.
Suggestion: ask the group members to put themselves in the position of
the person in the cat / burglar exercise. Ask them to write down their
thoughts and feelings as the story progresses. Compare their reactions
and draw together points emphasising the idea of thoughts and feelings
affecting behaviour.
Suggestion: when describing the idea of cognitive behavioural therapy
(thoughts and feelings affecting behaviour) it can be useful describing the
phrase ‘cognitive behavioural’ in more child centred terms. One way of
doing this is by describing thoughts and feelings as the COGS in your
heads turning as being thoughts and feelings, as a result of the cogs
working we do things. Why not draw a picture of a head with a brain made
up of cogs.
3. To summarise the idea of cognitive behavioural therapy and to link it to
the group work the following steps can be highlighted to emphasise the
importance and usefulness of the programme:
1.
EDUCATION - being taught new ways to think about criminal
behaviour.
2.
SKILLS LEARNING – learning some new skill to control their
behaviour.
- 52 -
3.
SKILLS PRACTICE – practising these skills inside and outside
of the group setting. Part of the skills practice is the homework
exercises at the end of each session.
Suggestion: young people may find this section of the session rather dry,
so why not try to use examples with which people can connect, for
example:
David Beckham Manchester United and England international footballer
did not become a great player over night – ask the group how he became
a great player…
1.
EDUCATION – he is taught tactics and given ideas by the
manager and coaches.
2.
SKILLS LEARNING – learning new skills on the training pitch,
for example practising free kicks.
3.
SKILLS PRACTICE – more practice with the rest of the team,
and playing lots and lots of matches in which his game
improves.
**It may be appropriate to change the name of the footballer in line with
the group – this may prevent arguments about football, taking it away from
the session – personally Alan Shearer is a better example to use!!!!!!!!!! **
Learning to drive – you cannot just sit in a car and drive away – you need
to go through a number of steps:
1.
EDUCATION – reading the Highway Code, and watching
video’s about driving properly.
2.
SKILLS LEARNING – learning how to drive through driving
lessons.
- 53 -
3.
SKILLS PRACTICE – in between lessons going out with friend
or family and practising the skills learned in the lessons.
Suggestion – these are just two examples to emphasise the need to learn
new skills. If you or group members can think of any other examples that
are relevant, then feel free to try them – the key part is to make sure group
members have a full understanding of the importance of learning new
skills.
4. Explain to the group members that all human behaviour involves some
level of motivation and planning. Criminal behaviour is no different. It
involves the motivation to offend and some planning to carry it out. It
involves four separate stages:
Thinking/wanting stage – thinking about or wanting to commit a crime
Giving permission stage – what you say to yourself to make it seem okay to
commit a crime
Creating the opportunity – finding or setting up a situation stage where you
can commit a crime
Overcoming victim resistance – how you got the victim to do stage what
you wanted
- 54 -
Use the following diagram on a flipchart to illustrate this:
CRIME
4
3
2
1
THINKING/
WANTING
GIVING
PERMISSION
CREATING
OPPORTUNITY
OVERCOMING
VICTIM
RESISTANCE
Explaining that the four stages are a lot like four barriers that have to be
overcome or jumped/climbed over before someone can behave in a certain
way. Use the following smoking and drinking examples to illustrate this:
Smoking
Thinking/wanting stage – I want a cigarette. I usually have a smoke after
tea.
Giving permission stage – It’ll calm me down. I only smoke half of it. My
uncle smoked 90 a day and he lived to be 70.
Creating opportunity stage – Buying/borrowing cigarettes.
Overcoming resistance – Going to smoking room. Hanging around with
smokers.
Drinking
Thinking/wanting stage – I really fancy a drink. All my mates have gone for
a drink.
Giving permission stage – I’ll only have one pint. This lager isn’t very
strong. All my mates do it so I’ll be left out.
Creating opportunity stage – Going to the off-licence/pub. Having money
to spend on alcohol.
- 55 -
Overcoming resistance – Hanging around with mates who drink. Buying
alcohol somewhere you know you’ll get served.
Suggestion – it is extremely important that group members do not simply
learn the stages parrot fashion – an understanding is imperative in order for
individuals to be able to relate the model to their own lifestyles. Place a great
deal of emphasis on self-talk and how it affects the way we behave, as it is
crucial to the rest of the programme, thus this and the previous session are
extremely repetitive. There is therefore a great deal of emphasis on the group
facilitator to try to make the sessions interesting. Thus why not try a number
of different ways, for example using the flip chart; discussion; and also involve
the young people more by getting them to do the teaching once the learning
points have been made (a great way of gauging levels of understanding).
5.
Give out Handout - Four Stages to Shoplifting. Read this aloud with
group members. Ask the group to brainstorm how Joe overcame the
four stages or barriers to shoplifting. Group facilitators to chart list these.
Give handout ‘4 stages to a burglary’. Read this aloud with the group
members. Get them to brainstorm how Jeff overcame the four stages or
barriers to committing the burglary.
Split group into different pairs/small groups. Give out Handout - Four
Stages to a Robbery - and a worksheet to each group member. Ask
pairs/small groups to identify the four stages in this example. Give help
to small groups/pairs where necessary.
- 56 -
FOUR STAGES TO SHOPLIFTING
Joe is 15; he lives in a flat with his mum, his dad left ages ago. Joe’s mum
doesn’t have much money because she doesn’t work at the moment. Joe
wants a new pair of trainers, ones like all his mates have. They cost £90. His
mum can only afford to give him £40, but he doesn’t want trainers that only
cost £40, he wants to be like his mates.
Joe wanders around the local market with his £40 in his pocket. He begins to
think that it’s not fair that he can’t have the trainers he wants, other people
can get what they want, why can’t he. He sees the trainers he wants on the
stall. ‘It would be so easy to take them, if only the bloke wasn’t looking’,
thinks Joe. ‘The owner of the stall is bound to be rich, all the market blokes
are. You can see them driving home and parking up their Mercedes’.
As Joe stands looking at the trainers he notices that every now and again the
stall owner chats with the person who owns the next stall. Joe looks around
the market and sees that he can run straight out from here, there are no stalls
blocking his way.
When the stall owner turns away to chat, Joe grabs the trainers and makes a
quick get-away with the trainers.
- 57 -
FOUR STAGES TO A BURGLARY
Jeff and his mates do a lot of burglaries. They say they need the money and
they like the buzz they get from doing them. Most of the time they spend
thinking about how they’re going to spend the cash from selling the stuff
they’ve nicked.
They tell themselves that no one really gets hurt because they only nick from
posh houses. Those people can afford it. Anyway, they’re insured so they’ll
be able to buy brand new stuff to replace what’s nicked. Jeff and his mates
think they are doing them a favour really.
Jeff usually meets his mates about 10pm. They wander around the street
checking out different areas. They notice whose lights are off and whether
there’s a car in the drive. They know the area really well, who has what kind
of car, that number 15 always goes out on a Friday night, and number 25 is
on night shift once a month.
They do the breaking in later on, about 3am or 4am. That way, if somebody
is in they’re bound to be asleep anyway.
- 58 -
FOUR STAGES TO A ROBBERY
Dave has gone into town to meet his mates. He’s just spent that last of his
money on the bus fare down; he thinks he’ll probably have to walk back
home.
Walking towards him down the street is a woman with a shoulder bag over
her arm. Dave thinks to himself,
‘That shoulder bag looks like a quick way to make a few quid’.
He thinks to himself,
‘She shouldn’t be carrying it around here just slung over her shoulder. She’s
an easy target. If I don’t take her bag someone else will’.
The woman gets nearer to Dave; she’s just coming up to a small alleyway
that Dave knows really well. It leads down by the river. He can grab her bag
and run off down the alley to escape.
He looks around and notices that nobody else is around.
He also notices
that the woman is quite old. He thinks to himself,
‘She probably can’t see very well. She’ll never be able to recognise me’.
The old woman walks nearer to Dave. He thinks to himself,
‘I’ll give her a bit of a shove when I grab her bag, she’ll probably fall over and
I’ll be gone by the time she gets up’.
- 59 -
FOUR STAGES WORKSHEET
CRIME
4
3
2
1
THINKING/
WANTING
CREATING
OPPORTUNITY
GIVING
PERMISSION
OVERCOMING
VICTIM
RESISTANCE
STAGE 1: THINKING AND WANTING
STAGE 2: GIVING PERMISSION
STAGE 3: CREATING THE OPPORTUNITY
STAGE 4: OVERCOMING THE VICTIMS RESISTANCE
- 60 -
AIM
To introduce group members to the negative consequences of criminal
activity for themselves and for their family and friends.
OBJECTIVES
1. All group members will be able to identify a range of negative
consequences for a variety of everyday behaviour.
2. All group members will be able to identify a range of negative
consequences for the perpetrators of crime.
3. All group members will be able to identify a range of negative
consequences for families of perpetrators of crime.
RESOURCES
1. Flip chart and pens.
2. Photocopied handouts and worksheets.
3. Negative consequences cards.
TIMING
This session should last approximately 1 hour
SESSION OUTLINE
1. Review homework and recap previous session. Explain the aims of the
current session.
2. Explain what is meant by negative consequences using non-offending
examples.
3. Use ‘Negative consequences’ card game to identify everyday
consequences of behaviour.
- 61 -
4. Use worksheet ‘Dave’s Story’ with groups as they brainstorm a range of
negative consequences for Dave and his family.
5. Discuss the thoughts and feelings of the perpetrators and families
affected by their offending lifestyles.
TUTOR NOTES FOR SESSION
1. Recap the previous sessions encouraging group members to
participate in this recap. Outline the aims of the current session.
2. Explain to group members that today we will be looking at the
NEGATIVE CONSEQUENCES of criminal behaviour, both for the
perpetrators and the victims of crime.
Group members to brainstorm what is meant by a ‘negative
consequence’, i.e. something bad or unpleasant that happens after or
because of behaviour.
Group members to brainstorm the possible negative consequences of:
1.
GETTING DRUNK
2.
HAVING UNPROTECTED SEX
3.
FIGHTING ON THE UNIT
4.
ARGUING WITH YOUR MATE.
Suggestions: a good way to do this exercise is to chart the negative
consequences on one sheet of flip chart paper, dividing the page into four
quarters. Here is a list of ideas you may look for when doing this:
1. Getting drunk: Spend too much money; be sick; do something
embarrassing; say things you shouldn’t and upset someone; health
problems; fighting/arguing when out of control; hangover etc.
2. Having unprotected sex: sexually transmitted diseases; unwanted
pregnancy. Talk about the negative consequences of an unwanted child
both in terms of the parents and also the child.
- 62 -
3. Fighting on the unit: physically hurt; might fall out with friends; critical
incident forms; bad reports to the home office; sanctions on the house;
the group might be upset with you if activities are cancelled as a result
of the fighting; loss of trust; lose respect of people; be considered a
bully.
4. Arguing with your mate: upset; lose a close friendship; have no mate do
stuff with therefore bored; if in a group of mates everyone affected –
people may feel like they have to take sides; your mate might stir things
making your life unpleasant (bullying) etc.
Exercise: Negative Consequences Card Game
This exercise is designed to encourage group members to come up with as
many negative consequences for a range of every day things. Lay the cards
out on a table and in turn invite group members to turn over a card – read the
situation and then encourage the individual to think of some negative
consequences for it.
Suggestions: use this exercise as a good way to ensure that everyone gets a
turn to show their understanding of what a negative consequence is. Try and
make sure that at least every group member gets at least one turn at
answering. This exercise can last until you feel everyone has grasped the
concept.
Explain to group members that criminal behaviour is just the same. It has a
set of negative consequences that go along with it. Explain that we are
going to try and identify some negative consequences of those that break
the law.
- 63 -
Give out worksheet ‘Dave’s story’ to group members. Read this through
with the group and then ask them to try and identify as many negative
consequences as they can for Dave, his family and his friends. Help group
members when necessary.
Round this session up by encouraging group members to relate what they
have learnt in this session to their own lives. Encourage the group to
consider how people close to them feel about them being involved in
offending and being locked up. This is a useful time to link back to the
twisted thinking sessions – untwist that thinking by considering the
negative consequences of their actions both for themselves and their
friends and families.
Suggestions – this session is a great opportunity to encourage young people
to think of negative consequences for themselves as a result of their
offending. Also take time to encourage group members to think how friends
and family will be feeling – ask them what sort of impression your family had
about the place you were going to? What did they think the other young
people would be like, what is there idea of a secure unit – like a prison?
Another useful discussion point is about the feelings of family and friends
when someone has been arrested and locked up. Encourage the group to
consider how parents etc might be angry, ashamed etc, but also will be really
worried about their child locked up and away from home.
Another issue, which could be discussed if there is time, is how the public
treats families and friends of offenders – are they targeted? Ignored? Or
bothered in any other way as a result of someone else’s behaviour.
- 64 -
NEGATIVE CONSEQUENCES CARDS
WINNING THE
LOTTERY
SPEEDING
INJECTING
BUNKING OFF
HEROIN
SCHOOL
STEALING MONEY FROM
DIETING
MUMS PURSE
SMOKING
TELLING LIES
BEING LATE FOR WORK
HAVING A TATTOO
SPENDING ALL
DAY ON
NOT DOING GROUPWORK
THE TELEPHONE
- 65 -
WORKSHEET: DAVE’S STORY
Dave and two of his mates burnt down their local comprehensive school. They were
arrested a couple of days after the fire and taken to the Police station. At first, they
thought it was a big joke but soon they began to realise that they were in serious trouble.
Dave was older than his two friends and he’s been in trouble with the Police before. Soon
it began to look like everything had been his idea in the first place. He was remanded into
custody while his two mates weren’t, and he still had to go to Court for this and other
offences.
The paper soon got to know who had been convicted of the crime. They found out his
mum and dad’s address and were round there taking pictures and hassling his parents for
a story. The neighbours soon got sick of this and the ones that were speaking to the
family soon stopped.
All Dave’s other mates thought it was a bit of a laugh that the school had been burnt down.
They thought they’d get to stay off school for a few months. No such luck. They all have to
go to a school in the next town. That means they have to get up an hour earlier than
normal to get the bus into school and they get back much later. Dave’s sister still goes to
school; she gets loads of hassle because some people blame her for all of the extra
travelling they have to do.
Another thing that’s just been found out is that the council have had to use the money they
were going to use to build a sports centre on building the new school. No new sports
centre and it’s all Dave’s fault, so his ex-friends think.
By the way, Dave and his mates thought all they’d get for setting fire to the school was a
supervision order. They didn’t realise that people can be sent to prison for life for arson.
They also didn’t realise the caretaker was still in the school when they set fire to it.
- 66 -
AIM
To introduce group members to the negative consequences of criminal
activity for the victims of crime.
OBJECTIVES
1. All group members will be able to identify a range of negative
consequences for the victims of crime.
2. All group members will be able to identify a range of negative
consequences for the extended victims of criminal behaviour.
RESOURCES
1. Flipchart and pens.
2. Photocopied handouts and worksheets.
3. Photocopied homework sheets.
TIMING
This session should last approximately one hour.
SESSION OUTLINE
1. Review the previous session. Explain the aims of the current session.
2. Use ‘Gordon’s story’ to exemplify the negative consequences for the
victim and his family. Use role-play techniques to allow group members
to articulate the negative consequences for the characters.
3. Introduce the ‘ripple effect’ to show negative consequences for a range
of victims. Relate this to ‘Gordon’s story’.
4. Use ‘the school’ exercise to allow group members to exemplify the
negative consequences for the extended victims of crime.
- 67 -
5. Discuss the thoughts and feelings of the victims and any issues that
have arisen during this exercise.
TUTOR NOTES FOR SESSION SEVEN
1. Recap previous session, encouraging group members to participate.
Ensure
group
members
understand
the
concept
of
negative
consequences, and can relate them to perpetrators of crime’s lives.
2. Outline the aim of the current session.
3. Explain to group members that as well as negative consequences for
Dave and his friends and family there are also negative consequences
for a range of other people.
Exercise: ‘Gordon’s Story’
This exercise takes the form of a role-play. If the young people are keen to do
a bit of acting, and are comfortable to perform within the group, then this
exercise is brilliant at bringing out issues surrounding the negative
consequences from the scenario for Gordon and his family.
Read out the story of Gordon to the rest of the group. Now invite the group to
take part in an interview with the newspaper reporter. Hand out envelopes to
every member of the group who are prepared to take part in the role-play. In
each envelope will be a little piece of writing about a number of characters in
Gordon’s family, giving specific information about how their lives have been
affected by the fire at the school. Both group workers must take part in this
role-play to assist the group members in their performances. One facilitator
should play the role of the reporter who asks the questions, and the other
playing a member of the family.
- 68 -
The reporter then runs an interview with the family all playing in character,
answering questions about the effect of the fire on their lives.
Suggestions – often it is a good idea for one of the facilitators to play the part
of the grand mother. It is a good part, which can be used to help speak for
any character that may need assistance with the role-play.
Try and make this exercise fun, rewarding the group for their efforts in the
role-play, however make sure that the subject is treat with the level of
seriousness it deserves
Following the role-play, list the different people on a flipchart in the form of a
ripple:
GORDON
- 69 -
Ask the group what happens to the surface of water when a rock is thrown in
it……………….. Ripples appear. Explain that committing an offence can be
compared to throwing a rock in a pond. Every ripple that forms is a person
affected by the offence – moving away from the idea that only the perpetrator
and victim are affected.
Ask the group to state who has been affected by the fire at the school. Place
these names in the ripples along with any issues that have arisen.
4. Now read out exercise ‘The School’. Ask the group to shout out the names
of other people who have been affected by the fire and chart them on the
ripple, encourage the group to discuss the different ways in which people can
be affected, such as change in lifestyle, job, financial situation etc.
5. Conclude this session by asking the group to talk about any issues which
have arisen, and also how they thought the characters would feel, knowing
what they know now – this will hopefully help the young people be more
empathetic about victim circumstances.
- 70 -
WORKSHEET: GORDON’S STORY
Gordon works at the local comprehensive school. He is the school caretaker.
He’s worked there for twenty years and he really enjoys his job. Also there’s a
house in the school grounds that comes with the job. He lives there with his
wife and two children.
The family has had a bit of an upset recently. One Thursday evening when
Gordon was working late trying to sort out the school boiler for the central
heating, something awful happened. Gordon thought he could smell smoke
and cam out of the boiler room to find out what was going on. Most of the
school was ablaze.
It turned out that three local boys had started the fire in one of the classrooms
for a laugh. Gordon isn’t laughing. The whole school was destroyed and they
had to close it down. Once the school was closed they didn’t really need a
caretaker so Gordon was out of work. This also meant that he was homeless
too, because the house went with the job.
Gordon and his family had to move at very short notice, and their new place
isn’t half as nice as the old one. Plus, now Gordon’s not working there’s not a
lot of money around to try and make it better. Gordon has even had to give up
his car. This has made things really difficult for the whole family. Gordon’s
mum is in her seventies and cannot get out much. She relied on Gordon
having the car to take her shopping and stuff.
Gordon’s wife does her
mother-in-law’s shopping for her but it means that she doesn’t get out at all
now.
- 71 -
GORDON
You are Gordon and you work at the local comprehensive school as the
caretaker. Since the fire on Thursday you are without a job and a home.
Because of this you have had to move with your family to a place miles away,
which isn’t as nice, and is away from all of your mates. Because you don’t
have as much money, you had to sell your car, which you had used to take
your mum shopping (but you can’t now).
You are feeling really angry because you think that without a job you cannot
look after your family properly and you are therefore letting them down. You
feel like you are a failure.
You had to stop your daughter from going on holiday to France with the
school, and also you can’t afford the Nike trainers she wanted. She is very
upset with you, and even though it isn’t your fault, you feel guilty.
You are also worried about your mum, because as you have no car, she
doesn’t get out at all. Your mum lives on her own, and now you are unable to
help her as much – you feel rotten.
- 72 -
AMANDA’S STORY
You are Amanda, the daughter. Things haven’t been going well for you since
the fire at your dad’s school. You have had to move a new area, which you
don’t like, and you have to get two busses to get to school. Your boyfriend
has split up with you because you don’t get to see each other as much (you
are upset about this because you really liked him).
Even though you know that it isn’t your dad’s fault, you sometimes get upset
and blame him for everything – you feel guilty about this, but sometimes can’t
help it, for example when you found out that you couldn’t go to France on
holiday with the school because there wasn’t enough money.
Before the fire you were promised some really expensive trainers for your
birthday, however since the fire you will have to make do with a cheap pair
from the market. This really upset you because you are scared that your
friends will make fun of you.
- 73 -
SHEILA’S STORY
You are Sheila, Gordon’s wife. Since the fire at the school, things haven’t
gone too well for you and your family. Your husband doesn’t have a job and
you have had to move to a different area.
You are really upset about having to move because your old home was your
pride and joy. You had put in a great deal of work to make your old house a
beautiful home for your family, and now you have been forced to move to a
place which is nowhere near as nice. Your new home is miles away from
where you lived and you miss your neighbours.
You are worried about Gordon because he has been depressed since he lost
his job.
Since the car had to be sold, you have had to do the shopping for your
mother in law, as she can’t get out very much. You find this hard work as you
have enough to do with getting your new house sorted.
- 74 -
Mildred’s Story
You are Mildred, Gordon’s mother. Before the fire, you used to spend a lot of
time with Gordon and his family, but since the fire they had to sell their car, so
hardly ever come around as it is too far away and it involves taking two
busses. As they cannot come around as often, you spend a great deal of time
on your own – which means that sometimes you get really scared when
people hang around outside your house. Before you knew that Gordon was
only a phone call away, but now he couldn’t come straight round, as he
doesn’t have the transport. All of this time on your own also means that you
get very lonely indeed.
You used to look forward to going shopping with Gordon, as it was a chance
for you to get out of the house – but since the fire Michelle, Gordon’s wife,
has had to do all of the shopping for you. You are really unhappy about this
as you feel a burden – as Michelle has enough problems without having to
look after you as well.
You are worried about your son and family, and you really wish that the fire
had not happened, and that things were like how they used to be.
- 75 -
WORKSHEET: THE SCHOOL
A few months ago a local school was burnt down. I’m sure you all heard
about it on the news. Can you remember Gordon the caretaker, he was still in
the school when the fire just started. He lost his job because the school was
totally destroyed and had to close. He also lost his home because that went
with the job. This is a story about some of the other people who were affected
by this crime.
Elsie and Elisabeth were the school cleaners. They used to clean the school
every night after all of the kids went home. Elsie had been doing this for about
20 years, but it was Elisabeth’s first job. Once the school closed, Elsie
couldn’t find another cleaning job. All the jobs she applied for told her she
was too old. Too old at 50, she couldn’t believe it. She had more experience
than anyone she knew. Things were tough for Elisabeth too, but for the
opposite reason. When she applied for jobs she was told she was too young
and inexperienced. She’d only been working at the school for six months and
felt like this didn’t count. She really enjoyed the work and the sense of
independence having a wage brought. Now she’s back to scrounging money
off her mum because she’s too young to claim benefit.
Brenda, Minnie, Norma and Helen worked in the school kitchens, preparing
the school dinners. They really enjoyed their jobs too. Minnie’s husband had
been out of work for 10 years and she was the only one earning a wage in the
family. She doesn’t know if she’ll be able to get another job, or how they’re
going to manage if she doesn’t. She often lies awake at night worrying.
Norma and Helen both miss working at the school too. It was really
convenient for them as both had young children still at school and the hours
in the school kitchen fitted in with taking them to and from school. Helen has
- 76 -
been able to get a job in a pub. That means that she works when her children
are asleep in bed, so she can still take them to school and back. It just means
that she doesn’t get to see her husband very much because he has to babysit. Norma got another job almost straight away, working in a factory. It
means working shifts, so getting someone to look after her children, pick
them up from school etc can be a real nightmare. She really misses the
school; it was so much easier when she worked there.
Mr & Mrs Brown from the corner shop are having a rough time too. Almost all
of the kids from the school passed their shop. In fact, that’s where most of
their business came from. Now all of the kids go to school in the next town.
The bus stop is nowhere near the shop so the business has really dropped
off. Things are looking really bad, and if they don’t pick up soon, they may
have to close the shop down. That would be a real blow. How will they make
money? Where will they live? Mr Brown hasn’t been eating or sleeping very
well lately because of worrying about things. His wife thinks he looks so sad
all of the time too. She’s really worried about him.
- 77 -
AIM
To provide young women with the information required to discuss issues and
seek appropriate support and information.
OBJECTIVES
1. Provide up to date information on the above subjects.
2. Provide contact information for services.
3. Give accurate information on consent and confidentiality for young people.
MAIN ISSUES
1. Emotional wellbeing/relationships.
2. Nutrition: Body images, healthy eating, exercise.
3. Sexual health: periods, contraception, and STI’s.
SUGGESTED LESSON STRUCTURE
1. Self esteem: how you see yourself
2. Perfect boyfriend/girlfriend game
3. Keeping safe: know your body /breast examination/regular periods?
4. Smoking/alcohol.
5. Choosing contraception: what to choose/where to go.
6. Why are STI’s bad for you?
RESOURCES NEEDED
1. Silicone breast exam tool.
2. Flip chart paper/pens
3. Contraception kit.
- 78 -