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SCIP Module: Effective Communication Contents: • Introduction and Preparation Sheet (current page) • SCIP Module: Effective Communication Outline P. 2-3 • Effective Communication and The New Zealand Curriculum P. 4-5 • Effective Communication and The Youth Development Strategy of Aotearoa P. 6 • Effective Communication Risk Assessment/Management Plan P. 7 • Pictures (additional) Introduction to Effective Communication: This module has been designed to introduce SCIP groups to the value of communication. Through this module, group members get to practice and reflect (with the guidance of their facilitators), on the different parts of communication (i.e. sender, message, receiver, context) as well as different communication styles (passive, aggressive, passive/aggressive and assertive). This module hopes to introduce group members to the ways in which they communicate, and the contextual factors behind their communication choices. This module is written for a 50 minute timeslot. For groups with more time, you may like to extend time on many of the tasks, or you may wish to follow this module with a second (Co-operation). Preparation required: • Read the module outline and all other info provided before you deliver the module. • Have a plan for facilitation (i.e. who is to facilitate which parts of the module). • Know the location (school and room) of the SCIP group. • Know the name of the teacher of the group, and where to meet them. • Small and large sheets of paper • Pens • Pictures (for listening task) 1 SCIP Module : Effective Communication 50 minutes Equipment Required: • Paper (large sheets and smaller sheets) • Pens • Bluetack Aim: Introduce SCIP groups to the value of communication. This module hopes to introduce group members to the ways in which they communicate, and the contextual factors behind their communication choices. 5min Introduction: Working with and for others, both paid or voluntary often means working as part of a group. Group work requires effective communication. Communication means both sending messages and receiving messages. If you are able to do both effectively, you are likely to understand and be understood. We need to understand each other to work effectively with each other. So today, we are going to look at effective communication! 5 min Listening Skills: Pretty simple right...? All we need is for somebody to explain something, and the other person to listen... Preparation: 1. Split into pairs. 2. One person gets a picture (do not show your partner) 3. The other person gets paper and a pen. 4. Pair sits back to back. 5 min Task: Person with picture needs to describe it to their partner. Their partner draws the described image. 5 min Compare: How similar are the images? So what do we see? (allow group to explain the phenomenon) Recap: basically, I explain an experience I have had to you, you will interpret this based on my language (and in other instances, tone, body language etc.) and will come up with an idea of what this is like. But they will very rarely match completely. 3min 5 min Communication Styles: Split group into 4 smaller groups (If the group is too small for 4 small groups, split into 3 groups, and do not discuss passive-aggressive) Brainstorm: what body language is involved, what is the tone like, what kind of things are said, what are they thinking, what does it feel like to experience? 1. Passive 2. Aggressive 3. Passive-aggressive (you may need to explain this one) 4. Assertive 2 2 min Place brainstorms up on the wall for reference during role-plays. Which would you say is the most effective? (*facilitate an understanding that 'effective' means we both hear and are heard, understand and are understood – answer should be 'assertive') 2min Communication Role Plays: For each of these scenarios we can try them with a mixture of the following from initial message sender to message receiver: We should be able to see differences in: the words used, the volume, the tone, and the body language; and in the outcome of the communication. • 3min one person aggressive the other person passive Scenario Two You are in a new relationship, and really like this person, but they have really bad breath, and you want to tell them to sort it out... • 3min the other person aggressive Scenario One A new member of your voluntary work has been criticising how you do your work (behind your back). You want to discuss this with them. • 3min one person aggressive one person passive the other person passive Scenario Three You delegated some work to some the else; it hasn’t been done properly. It's a real mess. It needs sorting out. • one person assertive the other person assertive. 6min Scenario Four (2 min per Quickly re-visit each scenario with each person being assertive. scenario) 3min Reflect: What makes it hard to be assertive? Quick discussion. Farewell. Note* for groups with more time, any of these tasks/discussion can be extended or you may like to preceed or follow this module with a second i.e. co-operation. Please also note that time-keeping on brainstorms and role-plays is very important for this module to be completed on time. Finally, rather than using set scenarios, feel free to get the group members to make up their own challenging scenarios – for fun! 3 Effective Communication and the New Zealand Curriculum: Vision That young people learn to be • Facilitators provide positive • Outcomes: Group members confident: be positive in their feedback, encouragement ideas and contributions own identity, motivated and and invitations to share are acknowledges and reliable, resourceful, resilient ideas in brainstorms and affirmed as valuable to the and enterprising discussion. Facilitators group. This builds verbally express value of motivation and confidence all contributions, and for further contributions. encourage group members to do the same. That young people are • In exploring communication connected: That they are able styles and reflecting on to relate well to others, that they their effectiveness, group are effective users of members have the communication tools and are opportunity to look at connected to the land and the their own communication environment. Young people tendencies, and better realise that they are members of understand how to communities and international communicate in positive citizens ways. Group members learn that communication is the key to group work. Young people are actively involved: They are participants in a range of life contexts and contribute to the well-being of New Zealand – social, cultural, economic and environmental • Facilitators invite all group members to contribute, casting the net to the entire group for ideas, as well as asking specific individuals specific questions to engage their contribution. • Outcomes: Group members apply the workshop to their future interactions as a group, and so contribute more effectively, and are better equipped to contribute to and understand group goals. • Outcome: young people feel actively involved in the creation of brainstorms and discussions, and involved in the group. Young people are lifelong • Facilitators invite group • Outcome: young people learners: literate and numerate, members to think create group knowledge critical and creative thinkers, creatively and critically around the value of active seekers, users, and about communication, and effective communication. creators of knowledge and how complex it can be. informed decision makers. 4 Effective Communication and the New Zealand Curriculum: Key Competencies Thinking: creative/critical • Brainstorm/Discussion (Facilitated): group members are encouraged to think creatively about communication and its complexities. Using language, symbols and text: • Brainstorms/Discussion (Facilitated, but group led): group members are encourage to write up their own contributions to the brainstorm, drawing and symbols are allowed! Group members are encouraged to role play different uses of language, tone, behaviour to communicate different emotions/motivations. Managing Self: motivation, can-do, resilience. • Facilitators to reinforce these capabilities: group members should feel affirmed and encouraged by the facilitators to contribute, increasing their motivation for future participation. Relating to others: active listening, sharing, negotiating. • Brainstorms (Facilitated): group members are encouraged to actively listen to others, and to share their own ideas. Participating and Contributing: community involvement/contribute as a group member. • Sharing experiences/Discussion/Brainstorms (Facilitated): contributions of more observant and quiet group members is to be facilitated. 5 Effective Communication and the Youth Development Strategy Aotearoa: Principles 1. Youth development is shaped by the 'big picture': values, belief systems, social, cultural, economic contexts and trends, Treaty of Waitangi and human rights. • In reflecting on communication styles, and situations where assertiveness become difficult, group members start to develop an understanding of communication in context. 2. Youth development is about young people being connected: positive connections to other in society. • Coming together on a set of brainstorms allows young people to connect over their ideas. Talking about communication encourages group members to realise the way in which we connect with others is important. 3. Youth development is based on a consistent strengthsbased approach: build on young people capacity to enhance positive factors in their lives. • Focus on positive behaviours and contributions. 4. Youth development happens through positive relationships: support to have quality relationships. • As positive affirmation, active listening, sharing of ideas and understanding is facilitated, young people continue to strengthen positive relationships with the facilitators and other group members. 5. Youth development is triggered when young people participate fully: opportunities for greater control over what happens to them, seeking their advice, participation and engagement. • As all group members contribution is facilitated and valued, all group members are allowed and encouraged to participate fully. 6. Youth development needs good information: Effective info gathering and sharing is crucial. • Facilitators are to inform themselves on the plans for the module in order to share this information with the group. Facilitators should have a good understanding of communication styles beyond module content in order to relate group contributions to their own knowledge. 6 Risk Assessment/Management Plan: Effective Communication Brainstorms/Role Plays Causal factors: People Causal factors: Equipment Causal factors: Environment Social Risks: Exclusion, rejection/derogation of ideas, ridicule, emotional triggers • Dominant/confident • not enough pens group members not • paper not big allowing other's enough/accessible participation to all. • negative reaction to somebody's idea/rule • derogatory laughter during somebodies role-play • derogatory use of role-play to allude to past event • pre-existing power dynamics within the group (more/less confident members) • pre-existing rivalries within the group • scenario reminds group member of a traumatic event Management Strategies: • Affirm • 1 pen for each group positive/encouragin member. g behaviours and • accessible paper ideas. • Ideally one facilitator per brainstorm group to encourage participation from all members. • Allow people to volunteer for roleplays knowing the scenario beforehand. • Allow people to refuse participating in role-play. • Facilitators to model involvement in role-play as FUN – facilitators to encourage each other! • If necessary, attend to any bullying (i.e. facilitator to discreetly remove instigator(s) for a quick discussion on behavioural expectations). • strong facilitation and positive modelling of active listening • Shift/break up dominant peer groups or preexisting power groupings. 7