Summary

Transforming violent messages and hate speech posts to messages of support and empowerment.

Aims

• recognize messages, which include hate speech or promote violence;
• learn how to use more positive expressions and transform the building structure from negative to positive;
• gain experience of how language can affect our emotions;
• use the web, creative inspiration and design programs to work on activities, which could transform learners and other people`s beliefs associated with vulnerable groups (e.g. migrants, refugees, gays, disabled, etc).

Participants

youth counsellors, teachers, NGOs working with migrants and refugees, journalists, activists

Method

creative boards, cooperation, teamwork, creative expression, and design

Source

Bercko-Eisenreich, S. (2011).  Rehabilitation Workbook II (script). Velenje: Integra institute.

Keywords

empowerment, emotions, prevention of violence

Contributor

Integra Institute

Description

Part 1:  Creating videos with slogans, songs, and  text which will transform angry hate speech and violent ideas into a positive message

Step 1: Learners watch one of the videos of »hate messages« that were published on Youtube. They mark parts, where hate speech and violence are included.

Step 2: They use a creative board to make a new draft and replace the violent parts and hate speech with humour or positive affirmations. 

They need to follow 4 guidelines: 1) new message needs to be positive, 2) messages need to promote interest for diversity  3) messages should arouse feelings of happiness and the need to integrate 4) facilitator and members of the other group give feedback to all drafts that groups could insert further implementation.

 Part 2:

1. a) The first group creates a blog, where people can write about good experiences, they have with Muslims, immigrants, gays, etc.
2. b) Second group design flyers with slogans that use »love language« and sends it to all important institutions and legal bodies in the city.
3. c) The third group organises a multicultural event.
4. d) The fourth group takes care of promotion activities and coordinations/technical support.

Material

flipchart, pens

Advice for Facilitators

The facilitator directs the group at work; he/she motivates and encourages the group in creative expression. At completion, promotes planning and implementation plan.

Summary

Anger can be a very disabling emotion while taking control of it is difficult. But if you want to get it, it’s important to change irrational thinking and negative self-talk. Becoming aware of these thoughts and messages is an important step toward changing them. This activity will help us with this endeavour.

Aims

• To learn about the inner source of anger
• To identify trigger response patterns
• To gain insight into a situation with an emotional distance
• To evaluate proactive rather than reactive action

Participants

civil servants, public administration staff, youth counsellors, teachers, NGOs

Method

experiential learning, self-exploration, interview, awareness-raising

Source

Williams, M.B., Poijula, S. (2016). The PTSD Workbook. Oakland, CA: New Harbinger Publications, Inc.

Keywords

anger, self-help, internalization

Contributor

Integra Institute

Description

Follow the next explorative steps.

1. The situation that really upset me and caused me to feel anger:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Write a few sentences that describe you in the situation.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now try to think of that situation in a different way. Ask yourself the following questions:

3. What were my needs in this situation? __________________________________________________________________________________________________________________________________________________________________
4. How was I trying to get them met?

__________________________________________________________________________________________________________________________________________________________________

5. What were my fears?

__________________________________________________________________________________________________________________________________________________________________

6. What was my level of stress?

__________________________________________________________________________________________________________________________________________________________________

7. What events were influencing me?

__________________________________________________________________________________________________________________________________________________________________

8. What did I not know at that time that would have helped the situation?

__________________________________________________________________________________________________________________________________________________________________

9. What skills did I use to react?

__________________________________________________________________________________________________________________________________________________________________

10. What skills did I lack?

__________________________________________________________________________________________________________________________________________________________________

11. What emotional limitations impacted me at that time? __________________________________________________________________________________________________________________________________________________________________
12. What physical limitations influenced me?

__________________________________________________________________________________________________________________________________________________________________

13. What values and beliefs influenced how I behaved?

__________________________________________________________________________________________________________________________________________________________________

14. What rewards or sources of pleasure did I hope to get?

__________________________________________________________________________________________________________________________________________________________________

15. What resources did I have to help me?

__________________________________________________________________________________________________________________________________________________________________

16. What other resources did I need?

__________________________________________________________________________________________________________________________________________________________________

17. What would these questions lead you to say or write about the situation overall?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now think about some alternative ways to deal with the situation. Write at least 10 alternatives how to combat your anger.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Material

paper, pen  

Summary

This activity helps you experience the effects of inclusion or exclusion.

Aims

To learn more about inclusion/exclusion.

Participants

Anyone

Method

non-verbal communication, examination, discussion

Source

Patreese D. Ingram (2017). More Diversity Activities for Youth and Adults. Retrieved from:

 https://extension.psu.edu/more-diversity-activities-for-youth-and-adults

Keywords

culture, inclusion, exclusion

Contributor

Qualed

Description

Begin the session by asking participants if they think we sometimes label people because they belong to different cultural groups. Tell them that the labels we put on people often limit their participation in society.

Tell participants that you are going to give them each a sticker. Tell them that you will put it on their foreheads so that they cannot see what it says. Distribute the labels randomly. Ask everyone to remain quiet and not reveal to each other what their labels say.

When everyone has a label, ask participants to get up and mill around as if they were on a walk, or in the store, or at a party. Remind them that they should not reveal what is on anyone else’s label. Let participants mingle for 4 to 5 minutes, then ask them to return to their seats without looking at their labels.

Discuss with the participants the following questions:

1. How were you feeling?
2. Without looking at your label, do you know what it says? How do you know?
3. All of you who think you have the “Turn away from me” label, please come and stand together in front of the room. How did you feel?

Allow participants look at their labels now. Explain that all of us have experienced times when we felt like we were wearing a “Turn away from me” label — when we felt left out or targeted. However, some cultural groups might experience this more than others, even regularly. What groups in society seem to have a “Turn away from me” label on them? (Some examples include people with disabilities, people of a different religion, people of a different race, people who speak with an accent, and underprivileged people.)

Remind them that no one said anything negative to them; it was just in our nonverbal communication—our body language and our expressions. Without words, they got the message. Point out that 94% of all communication is nonverbal. We need to pay close attention to our body language and nonverbal expressions as well as our words.

Material

Prepare labels/stickers as many as participants. On the labels write: “Smile at me,” Say, ‘Hi,’” “Pat me on the back,” “Shake my hand,” and “Give me an “okay” sign.” Use other responses that are typical for the group. On 10% of the labels, write, “Turn away from me.”

Advice for Facilitators

You may add some following additional questions:

• What can we do to change our nonverbal behaviour to help everyone feel included?
• What do people from groups that are left out or excluded sometimes do? (Sometimes they get together and form their own groups and isolate themselves; perhaps this happened during this activity.)
• Any new thoughts about why members of excluded groups act in society the way they do?
• Any new insights on how being in an oppressed group feel?

Summary

This activity is intended to be developed by high-school teachers in class and focuses on detecting and avoiding homophobic, biphobic and, transphobic attitudes, expressions and behaviours in teenagers and young people (bullying and cyberbullying).

Aims

The main objective of this activity is to fight against LGBTI-phobia from an educational sphere:

• To detect and avoid homophobic, biphobic and, transphobic attitudes, expressions and behaviours, such as bullying and cyberbullying.

Participants

Trainer (high- school teachers), teenagers and young people (students)

Method

Role-play (each person must adopt a role in the group). The teacher is the theatre director and the students are the theatre actors.

Keywords

Lesbian, gay, bisexual, transgender and intersex people (LGBTI), homophobia, biphobia, transphobia

Contributor

UMA, María Purificación Subires Mancera

Description

It is essential to speak about sexual diversity and to educate in the respect to the sexual orientation of each person in the school and the high-school, and to fight against the discrimination and the LGBTI-phobia. During the activity students will develop a small theatrical performance in which the teacher act as a theatre director and each student, in smalls groups of 8-10 participants, plays a role –gay, lesbian, transsexual, bisexual, heterosexual, fathers, mothers, teachers, friends, schoolmates…-.  The role of each person can be chosen by the students or be assigned by the teacher. The act script must be developed previously by the students with the guidance of the teacher.

The play has two different endings of the same story: a girl or a boy tells his/her family and their social environment that she/he is lesbian/gay, transsexual, bisexual, intersex, or heterosexual and she/he receives two responses –in two acts-. In the first case, the response of their family and social environment is negative (discrimination, isolation, insults, bullying, cyberbullying…) and the girl or boy feels misunderstood and suffers great sorrow. (The objective of this first act is that the spectators –the other students- understand the emotional suffering and to develop the empathy). In the second case, the response of their family and social environment is positive and the boy or girl feels great happiness because he/she is respected and understood.

Material

Coloured lights for the lighting to the scene: dark for the first case (negative response) and bright lights for the second case (positive response)

Copyright-free music: sad and melancholic for the first case (negative response) and cheerful for the second case (positive response)

Advice for Facilitators

This activity is must be conducted in a small group of 8-10 participants, on a rotational basis, and the other students will be the spectators. The estimated duration of the activity is 120 minutes, in two sessions: preparation of the acting script (60 minutes) and the preparation and development of the theatre play (60 minutes).

Summary

This activity focuses on detecting and reflecting on negative stereotypes associated with older people. The dynamic is based on the viewing of advertising on television where a discriminatory and stereotyped image of older people is being displayed. After analysing an ad and becoming aware of the social problems associated with ageism, participants will create sound pieces that will be broadcast on local radio stations.

Aims

• To know the variety of stereotypes of older people and to detect ageist behaviour in order to avoid and eradicate it.
• Despite the media's image of older people, they are collectively diverse, competent and productive.
• Stereotypes and ageist behaviour generate a feeling of nullity in older people, damaging their physical and mental health.
• To eradicate unfair and unfounded thoughts about older people through an awareness campaign on radio stations with information.

Participants

Adults from different social and cultural backgrounds, journalists, social workers, social educators

Method

A discussion is promoted through the demonstration and analysis of audio-visual pieces. Afterwards, some scripts are written, voices are recorded, the audios are edited, and participants listen to the sound pieces.

Source

Ylänne, V. (2015). Representations of ageing in the media. En Twigg, Juliay. & Martin, Wendy. (eds.), Routledge Handbook of Cultural Gerontology (369-376) Nueva York: Routledge. Retrieved from: http://orca.cf.ac.uk/72132/

Díaz Aledo, L. (2013). La Imagen de las personas mayores en los medios de comunicación. Sociedad y Utopía. Revista de Ciencias Sociales, 41, 483-502. Retrieved from: https://bit.ly/2ki5uKF

Fernández-Montesinos, A. (2016). Los estereotipos: definición y funciones. Iberic@l, Revue d’études ibériques et ibéro-américaines, 10, 53-63. Retrieved from: https://bit.ly/2Ht6p1d

Sánchez Martínez, M., Kaplan, M. & Sáez Carreras, J. (2010). Programa Intergeneracionales. Guía Introductoria. Madrid: Instituto de Mayores y Servicios Sociales (IMSERSO).

Keywords

media, advertising, elderly, stereotypes, ageism

Contributor

UMA, Francisco Martín Martín  

Description

At the beginning of the session, the trainer establishes a dialogue with the participants, the main theme: older people. The aim is to evaluate the degree of proximity and knowledge that adults have about older people. In order to encourage dialogue, the following questions can be asked: How many older people do you know? How many older friends do you have? Do you observe older people when you walk down the street? What is an older person for you? How do you imagine yourself when you are an older person?

The teacher then develops the concept of ageism and its manifestations (semantic, institutional, behavioural, etc.). The concept of negative stereotypes associated with older people is also being addressed: their typology and how this image is disseminated in the media. In the latter case, the teacher projects some examples of ageist behaviour and stereotyped images of television advertising.

At the end of the presentation, a discussion group begins with the stereotypes in the advertisements displayed. In addition, with the opinions and suggestions of the participants, a decalogue will be drawn up on the good treatment of older people by the media.

The last part of the session focuses on the creation of three sound pieces, between 1 and 2 minutes each, for an awareness campaign on ageism and stereotypes of older people. The participants will have to elaborate the scripts, record the voices, including the sound effects and the music and carry out the edition. The goal is the broadcast of these pieces on local public, private and community radio stations and social media.

Material

For the trainer: computer, internet access and sound, screen and projector. For participants: paper and pen, computer, internet access and sound and Audacity software.

Advice for Facilitators

In this kind of training experiences, it is very enriching to invite older people to join the discussion group and the creation of sound pieces. In this sense, older people contribute with their own testimony and an intergenerational relationship takes place.

Handout

Yes

Summary

This activity focuses on practising how to avoid and detect sexist conduct when people play videogames.

Aims

The aims of this activity are:

• To detect sexist conduct in videogames
• To detect sexist conduct in young players
• To explore how teenagers and young adults react to sexist behaviour

Participants

Trainers in youth associations, young workers, trainers in trade unions

Method

Conversation and explanation

Source

Fox, J., & Tang, W. Y. (2014). Sexism in online video games: The role of conformity to masculine norms and social dominance orientation. Computers in Human Behavior, 33, 314-320.

Bègue, L., Sarda, E., Gentile, D. A., Bry, C., & Roché, S. (2017). Video games exposure and sexism in a representative sample of adolescents. Frontiers in psychology, 8, 466.

Fox, J., & Tang, W. Y. (2017). Sexism in video games and the gaming community. New Perspectives on the Social Aspects of Digital Gaming: Multiplayer 2, 115-135.

Lynch, T., Tompkins, J. E., van Driel, I. I., & Fritz, N. (2016). Sexy, strong, and secondary: A content analysis of female characters in video games across 31 years. Journal of Communication, 66(4), 564-584.

Dill, K. E., Brown, B. P., & Collins, M. A. (2008). Effects of exposure to sex-stereotyped video game characters on tolerance of sexual harassment. Journal of Experimental Social Psychology, 44(5), 1402-1408.

Keywords

Sexism, types of sexism on videogames, sexist conduct by people

Contributor

UMA, Antonio Cuartero

Description

According to Newzoo (2019), there are about 2.5 billion gamers across the world. Within this community, there is a strong culture of sexism in those who play and create videogames.

These behaviours are so normal inside the videogames that players do not even notice it.

In this activity, we will show potential sexist conduct and open a debate in order to get to know how young people think and react to this.

The activity will be divided into four parts. First, the facilitator shows different videos to open the debate among the participants. After that, the facilitator will explain why these behaviours are sexist. Third, the facilitator invites the participants to show other examples that they know, when they are playing. Finally, the different kinds of solutions that they could think of in order to avoid this behaviour are being summarized.

Material

Videos and gameplays from YouTube and Twitch.

Advice for Facilitators

This activity is conducted in a small group. The teacher has to be skilled in group dynamics and has enough experience with teenagers. And it is very important to have a certain knowledge about the videogaming world.

Handout

Yes

Summary

A trauma represents an injury- physical or emotional. It is important to know that trauma may be experienced also from witnessing injuries to others. When you experience a traumatic event, there are many reactions you may have. Such stress can have complex after-effects. It is important to know, learn, and build the capacities for resilience.  

Aims

To recognize and mobilize personal capacity for resilience.

Participants

Adults, youngsters, socially disadvantaged groups, public officers, administration staff, volunteers in NGOs

Method

self-learning, self-awareness technique, discussion, experiential learning.

Source

Williams, M.B. & Poijula, S. (2016). The PTSD Workbook. Oakland, CA: New Harbinger Publications, Inc. 

Keywords

resilience, trauma recovery, traumatic stress, recovery

Contributor

Integra Institute

Description

The following checklist contains characteristics connected with forms of resilience. Tick those you believe describe you now. The more is confirmed, the more resilient you may be.

If you want to build your resilience you need to monitor how you interact with the world.

If the activity takes place in a group, the group leader should encourage discussion and group dynamics. Since resilience can be learned, such as conversation and discussion strengthen and encourage empowerment.

Material

paper and pen, poster

Advice for Facilitators

If the activity is performed as a group activity then the trainer should be skilled in group dynamics and have enough experiences to know how to enhance group cohesion and participants' interactions.  

Summary

This activity invites participants to reflect on the causes of aggression and possible ways how to avoid it.

Aims

To learn more about aggression. To discover its variations and things that reduce aggression.

Participants

Anyone.

Method

storytelling

Keywords

aggression, stories, pictures

Contributor

Qualed

Description

Think of a story in which you or someone you know was frustrated, angry, or experienced other emotions that may lead to aggressive behaviour.

Draw a short sketchbook.

The group divides into groups of 3 – 4 participants, in which the people show each other the picture and share the stories.

The instructor invites them later to share and think in the next step about the following questions:

What happened next? Was there the aggression? What prevented you / the person from the story not to be aggressive?

The group tries to think of techniques to use to prevent the aggression from occurring.

Material

• something to draw/write for each participant
• print out of the handout for each participant

Handout

Yes

Summary

Empathy, as well as compassion, are often key components in what manifests in the social context as altruism. Both in ethical terms and on a practical basis they can become a conscious act by bringing immediate natural happiness into one’s life. The key is to make it a habit.

Aims

• To promote awareness in a certain social context
• To develop mindfulness
• To explore and challenge one's own perceptions
• To become more sensitive in tunned person about the needs of others
• To understand and accept otherness and appreciate differences
• To find a compassion practice

Participants

Public officers, administration staff, volunteers in NGOs, adults from different social and cultural background.    

Method

experiential learning, self-reflection

Source

Sonja Bercko. 2013. Znanje za ravnanje (Empathy). Velenje: Integra institute

Keywords

altruism, social context, conscious act

Contributor

Integra Institute

Description

Empathy Practice:

The first step to cultivate compassion is to develop empathy for other people. Here is an example to practice: imagine that one of your closest loved ones is physically or mentally suffering. Try to imagine: see, hear, and feel pain. With more practice try to extend it to others who are not so close to you. 

Oneness Practice:

Instead to think about differences between you and others, try to think about similarities.  

Affirmations:

Chose one of the following statements and repeat it one week 5 times per day:

1. Just like me, this person has experienced sadness, despair, loneliness.
2. Just like me, this person is seeking to fill their own needs.
3. Just like me, this person seeks happiness.
4. Just like me, this person tries to avoid suffering.
5. Just like me…. (create your own sentence)

Act of Kindness Practice:

Every day choose one small behaviour and make it a daily practice: a smile, a kind word, a favour, an errand for someone else, take time to listen, etc.

Those who mistreat us practise:

The final stage in compassion practices is a reflection to those who mistreat us (your boss, stranger, family member, etc.) Did someone blame you about something that was not your fault? Spend a few minutes being curious about a person’s personal history. Try to imagine the mood and state of mind as well the suffering that person must have been going through to mistreat you that way. Acknowledge that he or she was doing his or her best, just the same as you were when you may have mistreated someone else. The necessary ingredients for natural happiness are forgiveness and compassion. 

Advice for Facilitators

If there will be a decision to do this exercise in a small group, then after a certain period it has the sense to an open discussion about group member’s practice and outcomes. In this case, the trainer should have basic knowledge in group dynamics.

Summary

Cultural diversity is a constant in our European area. As a purse, it enriches us. Closing into local frameworks brings us back to the narrowing our social space. Openness to and recognition of other cultures is a reflection of democratic values.

Aims

• To make participants think about life differences and different cultures
• To reveal different ideas and pictures about different cultures, expose the stereotypes and the prejudices
• To motivate the learners to exchange their opinions
• To broaden their horizon concerning cultural awareness
• To motivate them to compare their life situations with those of other people

Participants

public officers, administration staff, teachers, refugee, and migrants‘ organizations

Method

discussion board, experiential learning, awareness-raising

Source

Adapted from project developed activity Social Literacy (Sonja B. Eisenreich)

Keywords

cultural diversity, cultural awareness, stereotypes, prejudices, discrimination

Contributor

Integra Institute

Description

Step 1: Learners think about different cultural influences and aspects in their surroundings, as cultural centres, restaurants, movies and cinemas, clubs, schools, etc. For example, an Italian restaurant, sushi bar, American institute, week of Iranian cinema, a salsa club, French language institute, etc.

Step 2: Each learner makes a list of positive contributions of the different cultures that influence his/her life. For example: “I love sushi so I learned to eat with chopsticks.”, “I'm a fan of Bollywood movies and I met some Indians on Bollywood parties in my city.”, “I know how to say 'I love you' in eight different languages.” etc.

Step 3: Learners compare their positive experiences with different cultures and discuss positive aspects of other cultures that influence their life.

Possibility of step 4:  If the learners are from the same surrounding (city, district), they can create a map of this surrounding and mark location of all these cultural places. They can discuss where is the best sushi, where you can eat the best Italian pizza etc.

Material

paper, pen, flipchart

Advice for Facilitators

• The facilitator should motivate the participants to take the lesson seriously.
• The facilitator must not impose his/her opinions about differences between cultures.
• If there is a racist or xenophobe in the class, this exercise can show him/her that also he/she eats a pizza or watches Indian movies or travels to the Middle east and/or third countries, so he/she profits from cultural diversity and its positive aspects.

Summary

This activity will help you to make a shift from feeling upset by what another person has said to feeling more compassionate.

Aims

To have more compassion for yourself and another person in a given situation.

Participants

Adults

Method

Self-reflection

Keywords

Feelings, needs

Contributor

Hogeschool Utrecht

Description

To recognize the feelings and needs of yourself and another person that is involved in a situation.

Material

Pen and paper

Handout

yes

Summary

This activity will help you better understand some terms that are important in compassionate communication.

Aims

• To understand what life-alienating language, feelings, false feelings, needs, and strategies mean.
• To explore these terms.

Participants

Adults

Method

Self-exploration

Source

Rosenberg, M. (2003).  Nonviolent Communication: A Language of Life. Chicago: Puddledancer Press

Keywords

Life-alienating language, feelings, false feelings, needs, strategies

Contributor

Hogeschool Utrecht, The Netherlands

Description

To recognize aggressive communication and to respond more compassionate it’s necessary to understand some terms that are developed by Marshall Rosenberg. These are explained in chapter 3 of the Guide. This activity will help you to better understand the terms.

Look for an interview in the newspaper or on television. Write down all the expressions of life-alienating language you read or hear, the feelings and false feelings that are expressed, the needs that are behind these feelings, and the strategies that are being used. In the handout, you’ll find a short explanation of the terms.

Material

Paper and pen; Handout

Handout

Yes

Summary

During this activity, participants will experience how they can work with the reactivity that comes up around aggression. In dealing with aggression we often feel pain, sense of powerlessness, anger, or aggression ourselves. It can even trigger painful experiences or traumas from the past (Kabat Zinn, 2004). 

After having worked with aggression it is essential that we tend to ourselves. The technique of RAIN helps us to focus our attention in a clear, systemic way that goes straight through the confusion and stress. And helps us to be more compassionate for ourselves and, as a result, others.

Aims

• Knowing what RAIN stands for and what the benefits are;
• Experiencing those benefits;
• Being motivated to cultivate mindfulness in daily practice.

Participants

Adults in a work environment

Method

• Knowledge transfer
• Meditation
• Reflection

Source

(Brach, Radical Acceptance, 2003)

(Brach, True Refuge, 2012)

(Kabat Zinn, 2004)

(Nhat Hanh, 2008)

Keywords

Meditation, Mindfulness, Compassion, Self-care, Calm

Contributor

Hogeschool Utrecht

Description

An individual or group will start exploring the theory of RAIN and its benefits.

During meditation, the participant(s) will then experience what it is like to practice RAIN.

Lastly, the participants will reflect upon the technique and share their insights with others.

Material

Audio recordings of the meditations (to be made by mindfulness trainers)

Handouts

Pen

Advice for Facilitators

• Please let these meditations be guided by experienced mindfulness trainers, which can be found all over Europe.
• Let the participants practice with situations, examples, or emotions that are not too intense.

Handout

Yes, the text that is below can be both by the facilitator and by the participant as a reference work.

Summary

During this activity, participants are invited to imagine themselves in a situation in which compassionate communication can be used to experience more empathy towards others.

Aims

• Thinking of ways to react in a compassionate way to displays of aggression;
• Experiencing the effect it has on the empathy felt for others.

Participants

Adults

Method

Filling-in exercise

Keywords

Empathic resonance

Contributor

Hogeschool Utrecht

Description

Think of a compassionate reaction for each of the involved people during a conflict and see what kind of effect that has on your own feelings of empathy.

Material

Pen and paper

Handout

yes

Summary

In fact, online aggression and aggressive and hostile behaviour on social media are growing. The purpose of this exercise is to encourage participants to think critically, identify and prevent online violence and hate speech.

Aims

• To assess the reliability of information found online
• To explore some of the difficulties faced by disabled people, gay people, transgenders, women, migrants, and refugees with hate speech online
• To consider their behaviour in relation to the online context

Participants

public officers, administration staff, youth counsellors, teachers, NGOs

Method

participatory interactive method, discussion board

Source

A Manual of Good Practices Against hate (project).  Retrieved from: https://danilodolci.org/media/NEw-CHapter-Good-practices-against-hate.pdf (October 2019).

Keywords

Internet literacy, human rights, hate speech, discrimination

Contributor

Integra Institute

Description

Participants are explained that they will use the Internet as a tool for their research. In doing so, we ask them how many of them use certain websites, how many of them also use social media. We then divide them into groups of 4 members and send them to research the pages and media channels that have published their contributions for the mentioned groups. Individual research skins can also be divided into one that explores hate speech about the disabled, others about homosexuals, etc. Particular attention should be paid to homophobia and the use of offensive language and hate speech. They should also use the right methodology. Ask them to suggest some important considerations as well as guidance on how to deal with such posts. Have your findings recorded on a poster.  After completing the assignment, a guided discussion and the conclusions and recommendations follow.

Material

poster, pen, and crayons, internet access

Advice for Facilitators

The workshop leader directs the participants and ultimately leads the discussion. Therefore, it is advisable to know the basics of group dynamics.

Summary

Assertiveness is the ability to stand up for yourself, to defend your opinion, to strive for something and fight for your rights without violence, with the respectful attitude to differences in opinions and freedom of expression. An assertive person is aware of her/his feelings, interests, and needs and can express them clearly while taking into consideration others and their needs. Such a person can compromise when conflict arises and they know their needs, interests, emotions, feelings and limits, and don‘t hide them from others.

Aims

• To understand assertiveness and how an assertive person operates
• To improve one’s own emotional expressions
• To encourage positive expressions of own thoughts and feelings
• To see the difference between assertive and aggressive expression

Participants

Public officers, administration staff, teachers, volunteers in NGOs, adults from different social and cultural backgrounds.  

Method

experiential learning, self-exploration, role-play, discussion board

Source

Adapted from: Emotional Intelligence, Daniel Goleman (revised January 28, 2003). 

Bercko Sonja. 2009. Psychosocial Rehabilitation Counselling Brochure.  Integra Institute

Keywords

social learning, emotional/social intelligence, feelings expression

Contributor

Integra Institute

Description

Assertiveness is the ability to express own wishes and beliefs in a positive way, taking into consideration the personal boundaries of our own or/and from others. The activity can be used individually or in group training.

If it is used in a group setting, it is desirable that the participants speak about situations where they were less decisive and were not assertive. In this way, we are enhancing self-learning, interview and self-exploration based on experiential learning. Group work will also encourage participants to work together on solutions on how to be more decisive in situations in the future.

Questions such as: What could be done differently next time, which acts/deeds do I regret, of what should I be careful next time, are just cues for a concrete discussion.

Material

paper, pencils, crayons, flipchart, poster

Advice for Facilitators

The facilitator reads the guidelines and handout questions to the group participants. Before they fill out the activity sheet, it is helpful that the facilitator explains the term assertiveness, and why it is important in many areas of our daily lives.

Handout

Yes

Summary

Anger is a signal emotion and one of the arousal symptoms. The real purpose of it is to warn you about a threat. Anger can range in its expression from irritation to rage. It is also very important to know that you choose to get angry and that you chose also your reaction to your signal emotion. When you lose control over your anger you can become powerless. So, it’s important to learn what you can do to express your anger appropriately. 

Aims

• to recognize the signal of emotional arousal
• to become aware of the responses of the body
• to gain insight into the reactive phase process
• to find appropriate alternative responses to external and internal stimuli

Participants

public officers, administration staff, teachers, NGOs working with refugees and migrants.

Method

self-exploration, introspection, experiential learning, discussion

Source

Williams, M.B. & Poijula, S. (2016). The PTSD Workbook. Oakland, CA: New Harbinger Publications, Inc.

Keywords

Anger, behaviour, emotional outburst, reactivity

Contributor

Integra Institute

Description

You might express your anger in words, pictures, or actions. You may use space in your journal to write about your anger or draw a picture. You may also take one or more pictures out of a magazine to describe it. Decide how and why the pictures are representative and glue them on your sheet or in a journal. You also may use one of the statements such as: When I am very angry I want to defend myself with excuses. I can’t take care of myself. I need to remember that I can just listen; ask questions; check if I understand what is being said, repeat, and ask if I have heard correctly, and look for some point of agreement.

Other things you may do when you are angry might be to go to the gym, take a long walk, or change anger into something that is functional and helpful. If you were to change your anger, you might look at the physical signs (e.g. tight jaw), cognitive signs (e.g. having suspicious thoughts, jumping to conclusions ...) or it’s behavioural signs (e.g. taking a fighting stance, giving dirty looks, verbalize in an inappropriate manner).

Use the examples of a handout to execute the activity. Follow the conclusions and steps. If you do the exercise in a small group, then the facilitator should also devote time to the exchange of participants' findings and discussion time with conclusions.

Material

Paper, pen, crayons, magazines, glue

Advice for Facilitators

The facilitator prepares the exercises for you in advance. Enough time should be devoted to the exercise itself, and especially important is the time for sharing experiences and suggestions. The end of the exercise should be a participant action plan that can be written down, drawn again, etc.

Handout

Yes.

Summary

We describe a character as a whole of motivational and ethical-moral characteristics. It is, therefore, the content of behaviour and as such, it is influenced by environmental factors. The activity brings the characteristic features of various well-known people to the forefront. It focuses on insight into their personal values which are an important part of their character and their personality in general.

Aims

• To understand different methods of handling conflict
• To learn about one’s own character and personal traits
• To encourage thinking about solving conflicts in a positive manner
• To recognize one’s own positive and weak personal traits/characteristics

Participants

Adults, public officers, administration staff, volunteers in NGOs.  

Method

role play, experiential learning, discussion

Source

Adapted from “The big book of conflict resolution games: “Quick, Effective Activities to Improve Communication, Trust, and Collaboration” by Mary Scannell, Mc Graw Hill 2010.

Keywords

social learning, social values, identity, personality traits

Contributor

Integra Institute

Description

Split large groups into smaller teams of four to seven participants (having at least three teams is desirable). Ask each team to come up with three well-known “characters” and to write each name on one piece of paper.

The characters can be real or imaginary, alive or dead, famous, but no criminals, please. Tell them that, ideally, the characters should have distinctive personalities. Some examples are Superman, Gandhi, Einstein, James Bond, Rocky, Harry Potter, Darth Vader, or Lucy from Peanuts.

Collect all the papers and then have each team choose two from the bunch and complete a handout for each character.

After 15 minutes, ask the teams to report what they learned from their characters.         

Discussion Questions

1. Which characters handle conflict the most effectively? In what ways are they effective?
2. Which characters don’t handle conflict well? What do they do that’s ineffective?
3. What are some techniques we can learn from our characters to help us resolve conflict?
4. What are some weaknesses we can be aware of?
5. What are some things we can teach our characters?

Material

paper and pens

Advice for Facilitators

The facilitator can create the character papers in advance.

The essence/basis of the exercise is that the participants become aware of their own personal values, qualities as well as the weak points of their character. The trainers should devote the same amount of time to both points of character, because both the positive and the less positive personal characteristics allow the person to deal with conflicts, in their own way. In the end, a cue for the trainer can be what a person can do with the weaker qualities, to make them stronger, and use them to help solve life's challenges.

Handout

What a bunch of Characters (made by participants – see description above)

Summary

Through this activity, participants recognize what hate speech is and how it fosters intolerance and increased conflict. Either personal or interpersonal.

Aims

• To explore the concept of hate speech
• To identify different stages of conflicts
• To learn how conflicts are rising, developing, accelerating
• To know the methods of intervention better

Participants

public officers, administration staff, youth counsellors, teachers, NGOs

Method

experiential learning, group dynamic activity, discussion board

Source

Women without borders (2006). Young Women Fit for Politics. Retrieved from www.women.without.borders.org

Keywords

hate speech, aggression, conflicts, hostility, human rights

Contributor

Integra Institute

Description

1. 1. Brainstorm with the participants what hate speech is and write their answers on the board.

    

   2. Ask the participants on which level, because of hate speech, conflicts may arise. Write some levels of conflict on the board:

   individual level (intra-personal conflicts) between individuals (interpersonal) between family members between groups, within groups, between nations

    

   3. Divide the group into small groups of 4 or 5. Give each group a newspaper's clippings (or any other media clips) and ask them to find a story in it related to a hate speech and/or conflict. Participants will be asked to analyze the texts regarding the content of conflict, as well as on which level it arises.

    

   4. After each group selects and discusses their media posts, each group will specify a representative to report to the others: where they found examples of hate speech, what the possible conflict is about, and on which level this particular conflict arises.

    

   5. Go back to the list of levels of conflict on the board. Were all the levels of conflict covered by the »stories« that were analyzed?

    

   6. Lead a discussion about their findings, on the focus of hate speech.

   How does conflict develop? Remember a conflict you have experienced, what often happens between two people first? (What is a first sign that indicates two people are experiencing some sort of conflict?) The facilitator prompts participants to reflect, about what happens next. The facilitator brainstorms with the group what these stages might be.

    

   7. Review the Stages of Conflict listed below. Compare with the participants’ brainstorming in step 1. Point out similarities. Clarify if necessary.

    

   Stages of Conflict:

   Stage 1 - Discomforts

   Perhaps nothing is yet said. Things don’t feel right. It may be difficult to identify what the problem is. Do you feel uncomfortable about a situation, but not quite sure why?

    

   Stage 2 - Incidents

   Here a short, sharp exchange occurs without any lasting internal reaction. Has something occurred between you and someone else that has left you upset, irritated, or with a result you didn’t want?

    

   Stage 3 - Misunderstandings

   Here motives and facts are often confused or misperceived. Do your thoughts keep returning frequently to the problem?

    

   Stage 4 - Tension

   Here relationships are weighed down by negative attitudes and fixed opinions. Has the way you feel about and regard the other person significantly changed for the worse? Is the relationship a source of constant worry and concern?

    

   Stage 5 - Crisis

   Behaviour is affected, normal functioning becomes difficult, extreme gestures are contemplated or executed. Are you dealing with a major event like a possible rupture in a relationship, leaving job, violence?

    

   Feedback

   In the end, participants should draw conclusions and write them on a poster. In their feedback, they should focus on what they have learned and what they will use in their daily lives.

Material

flipchart, pens

Advice for Facilitators

Preliminary preparation is requested.

Summary

We inherited stress reactions from our ancestors because of its protective nature. At that time, stress reaction was vital to survival and physical safety. In the classic “fight or flight response” where adrenaline, cortisol and other stress hormones are mediated our predecessors would either have defended themselves or would have fled. We experience the same reactions today. When a stressful event occurs as traumatic, body and brain respond immediately, often with negative emotions. So it‘s good to know how to recognize our external and internal sources of stress.

Aims

To understand how stress shows up, how stress reactions are triggered, and in which way the inhibitors of stress can be recognized. 

Participants

Adults, youngsters, socially disadvantaged groups, public officers, administration staff, volunteers in NGOs

Method

self-learning, self-awareness technique, self-exploration, discussion, experiential learning.

Source

Adapted from: Mischke-Reeds, M. (2018).  Somatic Psychotherapy Toolbox. Eau Claire, WI: PESI Publishing & Media, Inc.

Keywords

Stress, triggers, reactive nervous system, burnout, long-lasting stress

Contributor

Integra Institute

Description

1. External stressors

1.  

   1. a) Take a sheet of paper and write down five categories. Then under each one list the sources of stress in your life.
   2. b) Monitor yourself through the day (week); notice when you get upset and what triggers the stress. Add this to your list.
   3. c) Notice and write down (add to the list) all the irritations and hassles you deal with each day.
   4. d) Now pick up one physical stressor you can change or eliminate. Take action!
   5. e) Then choose the social stressor, take a concrete step to minimize its impact on you.
   
   

    

    

    

    

Internal stressors

1.  

   1. a) Next time you have a stress reaction step back and analyse your thoughts about the situation.
   2. b) Identify your self-talk and ask “Why is this a problem for me? What is upsetting to me?”
   3. c) Then go deeper and ask yourself:

   - What from my past does this remind me of?

   - What fears, beliefs, insecurities may be here in this situation?

   - Is my self-esteem feeling threatened?

   - Am I feeling intimated?

   -Am I feeling rejected?

    

    Wrap up; these insights are very helpful in understanding stress reactions.

    

3. How can I identify my resources?

1.  

   Critical in helping stress and trauma symptoms is actually learning to identify one's resources. The following chart invites you to indicate your triggers and what connections you can find to resource yourself.

    

   Example: (choose one trigger from your list);

   I am aware that I freeze when somebody is yelling at me.

    

   My triggers are : Angry person yelling on the phone.

   My resources are: Disengage with the person and take a belly breath.

   I get there by: Remembering to breathe and not taking an angry person personally. 

    

   Find at least 5 triggers and search for relevant resources. 

    

   If you are doing this activity as a group activity session each of the participants can present one of his/her triggers together with the short resource plan. The facilitator/trainer can write down on a poster a possible resource collection.

    

   We conclude the activity with a discussion and feedback from the participants. 

Material

paper, pencil or pen, crayons

Advice for Facilitators

Because it is a rather complex exercise it is necessary to prepare its implementation. The trainer (leader of the group work) should be experienced and have enough skills to work with the small group and its dynamics. 

Summary

This activity helps you eliminate stereotyping and recognize the uniqueness of each individual.

Aims

To learn more about stereotypes.

Participants

any

Method

examination, discussion

Source

Patreese D. Ingram (2017). More Diversity Activities for Youth and Adults. Retrieved from:

 https://extension.psu.edu/more-diversity-activities-for-youth-and-adults

Keywords

culture, diversity, awareness

Contributor

Qualed

Description

Select one potato and tell a story about it. Hold up your potato in front of the group and say, “I have here a potato. I don’t know about you, but I’ve never thought that much about potatoes. I’ve always taken them for granted. To me, potatoes are all much alike. Sometimes I wonder if potatoes aren’t a lot like people.”

Give one potato to each participant. Tell them to examine their potatoes, get to know its defects, bumps, and scars for about one minute or so in silence. Get to know your potato well enough to be able to introduce your ‘friend’ to the group.

After a few minutes, tell participants that you’d like to start by introducing your “friend” to them. (Share a story about your potato and how it got its bumps.) Then tell the participants that you would like to meet their friends. Ask who will introduce their friend first. (Ask for several, if not all, to tell the group about their potatoes.)

When participants have introduced their “friends” to the group, take the bag around to each person. Ask them to please put their “friends” back into the bag.

Ask the group, “Would you agree with the statement ‘all potatoes are the same’? Why or why not?”

Ask them to try to pick out their “friend” back. Mix up the potatoes and roll them out onto a table. Ask everyone to come up and pick out their potatoes.

After everyone has their potatoes and you have your “friend” back, say, “Well, perhaps potatoes are a little like people. Sometimes, we lump people of a group all together. When we think, ‘They’re all alike,’ we are really saying that we haven’t taken the time or thought it is important enough to get to know the person. When we do, we find out everyone is different and special in some way, just like our potato friends.”

Discuss the answers to the following questions:

1. When we lump everyone from the same group together and assume, they all have the same characteristics, what are we doing? What is this called?
2. Do you know a lot of people from your environment you tend to lump together? Do they all fit the stereotype?
3. Why are stereotypes dangerous?

Material

A paper bag with potatoes, one potato for each participant, and one potato for the trainer.

Advice for Facilitators

Ask participants to think about the community they live in. If they have problems give them some of the following groups: women in their community, men in their community, women in work, men in work, group of parents, etc.

Summary

This activity focuses on how to handle hate speech situations by the staff of unemployment offices.

Aims

To identify hate speech situations;

To know anti-hoax resources;

To design materials and tools to fight them.

Participants

Administration staff (workers of Employment Offices).

Method

Conversation, brainstorming, information search, learning by doing.

Source

Ministerio de Justicia de Finladia: Michaela Moua y Tommi Palosaari,Bradford Hate Crime Alliance: Martin Baines (2019).  Plan de Acción Local: dirigido a las autoridades locales y policía municipal para luchar contra el racismo, la xenofobia y otras formas de intolerancia Retrieved from www.mitramiss.gob.es/oberaxe/ficheros/documentos/PLANLOCAL_es.pdf

Zuil, M. (2019, March 4). "Somos funcionarios y estamos hartos de oír que los inmigrantes tienen más ayudas" Retrieved from

https://www.elconfidencial.com/espana/2019-03-04/funcionarios-ayudas-inmigrantes-mentira-hartos_1857782/

Keywords

hate speech, racism, xenophobia, aporophobia, hoaxes, fact-checking.

Contributor

UMA, Natalia Meléndez Malavé

Description

In the first part of the activity all members of the group introduce themselves and try to share hate speech situations in the office. We try to characterise those situations to identify the different existing types. In the second part, we try to gather data, arguments, and information to be able to answer didactically to users who incur hate speech. Finally, we create simple materials such as small informative posters with data that reflect the hoaxes about special grants to immigrants, for example. They can be easily extracted from specialised websites such as Maldito Bulo or Stop Rumores.

Material

Computer and screen for presentations;  Name-tags;  Markers, pencils, and pens; Blank cards or pieces of paper.

Advice for Facilitators

Bring internet resources where the anti-hoax data can be explored.

Handout

No

Summary

This activity focuses on the general stigmatization of the Roma people and particularly on the general anti-gypsyism of the political discourse. Our purpose is to show that Roma have been also European citizens for six centuries.

Aims

• To learn the origin of the Roma people in Europe
• Know the circumstances that lead people to move from one territory to another
• To demonstrate that all countries and people have a history of territorial displacement and diverse relationships with other people.

Participants

Any group of people, both with homogeneous and diverse characteristics. Not more than 6 people to promote dialogue and discussion

Method

experiential learning, discussion.

Source

Generalitat de Catalunya.   (2010). Museu virtual del Poble Gitano a Catalunya.  from https://www.museuvirtualgitano.cat/

Keywords

Anti-Gypsyism, Roma people, History, Cultural heritage

Contributor

UMA, Teresa Vera

Description

We will start the activity by asking the participants where they come from (town, city, country). If their family has always lived there, where they came from, how long, and how many generations live there. Then we will ask whether they know anything about the history of the Gypsy people: when they arrived in each country, where they came from, why they travelled from one place to another. We try to produce a process of identification that arouses interest in others and, consequently, the possibility of challenging stereotypes.

Material

paper and pen to draw a map

Advice for Facilitators

If the group is not very active o they are very young, the facilitator will ask each of the participants:

Where were you born?

Where was your father born? And your mother?

and your paternal grandparents? and the maternal ones?

Or, you can ask them to draw their family tree

Handout

yes

Summary

This activity focuses on detecting gender stereotypes and sexism and promotes equality between women and men. By using the Mad Men movie series, we will work on the image of women and men in society.

Aims

To detect gender stereotypes in Mad Men

To become aware: What is the role of women in Mad Men? What are they looking for?

To explore: Adjectives that describe the relationship between men and women. What is happiness for them?

To demonstrate: Sexism and gender stereotyping at work

Participants

Journalists

Method

discussion, explanation, demonstration and self-analysis.

Source

Doyle, Sady. (2010) Mad Men's Very Modern Sexism Problem. The Atlantic. Retrieved from: https://www.theatlantic.com/entertainment/archive/2010/08/mad-mens-very-modern-sexism-problem/60788/

Keywords

gender and sexism stereotypes, harassment and equality

Contributor

UMA, Antonio Cuartero

Description

Throughout history, women and men, for the sole purpose of being so, have had different rights and obligations imposed by the social construction of their roles. According to this construction, men had the obligation to work to provide the income of his family and women to comply with the housework and caring for their daughters, sons and husband. As you can see, even today the situation continues like this in many cases. If we want to live in a fairer and equal society, we will need to end these imposed obligations and allow each person to build their reality as they wish. You have to think that your life is only yours and that nobody has the right to impose a fate on it.

Have you ever thought about the image of women in Mad Men? How are the girls, moms or ladies of the drawings?

1. Think of 3 female and 3 male protagonists of the Mad Men movies. What adjectives would you use to describe them?

-What difference do you see between characters like Don Drapper and Paggy Olson?

-Which one do you like best and why?

2. What are the most normal sexist attitudes and why happen?

Material

Paper and pen for the participants. For the trainer, computer, internet access and sound. The trainer can show several videos of the Mad Men films for the explanation of gender stereotypes.

Advice for Facilitators

The activity is conducted in a group of journalists. The trainer should know the movie series.

Handout

Yes

Summary

This activity focuses on the prevention and fights against gender violence, and for the need to establish discourses through the media in which sexist roles related to inequality between men and women are not perpetuated.

Aims

1) To define the concept of gender as an underlying factor of violence against women.

2) To define the concept of violence against women and its different manifestations, beyond the physical ones

3) To recognize how the perpetuation of gender roles in the media occurs and how this makes it difficult for the presence of women in prestigious social fields

Participants

Volunteers in NGOs, adults from different social and cultural backgrounds, teachers, and social educators and NGOs

Method

Description of the first activity:Analysis of the perceptions of the participants regarding the differences of a) behaviour in people; b) expectations of men and women in the context; Each participant will begin by presenting a first reflection to the group. The facilitator will write down all the ideas that are contributed on a blackboard as they arise and as they are being expressed. Once finished, the debate is guided to focus on aspects such as:Do we observe differences between women and men?How do we interpret those differences?How do we name them?All women are the same? And all men are equal?Do we give equal value to some people more than others?Finally, the results are summarized, specified in conclusions of no more than three lines each and written on the board. After that, proposals for action are created to minimize stereotypes in our immediate environment. Description of the second activity: The analysis of the concept of gender violence and understanding it is not only limited to physical aggression. We will talk about physical violence, psychic violence, sexual violence and economic violence seeking to raise awareness about everyday situations of violence related to inequality between women and men and that usually go unnoticed or become invisible.The topic will be introduced with a short video from the European Institute for Gender Equality available at https://www.youtube.com/watch?v=nrZ21nD9I-0, which displays gender stereotypes in different moments throughout life and gives context and an initial idea to what is discussed next.  Secondly, the group will watch the trailer of the movie “I am not an easy man”  (https://www.youtube.com/watch?v=2bFHdkzqSZA in French with English subtitles; or https://www.youtube.com/watch?v=tPcFAklpV3k in Spanish) that shows different situations in which a man suffers the comments and actions of women from a reversed gender-role perspective, which will help to reflect on everyday situations of violence.

After the visualisation, the group will be asked to raise non-extreme situations of violence which they have experienced or have witnessed. The large group is divided into smaller groups that will work on a specific situation of one of its members and they will try to answer questions such as who exercises violence, who exercises it, what could motivate it, what is the reaction to it from the surrounding environment and from the rest of the environment, what are the mechanisms that would help it not occur, and what we have discovered from the analysis.Then, each group will share the situation that has been discussed and the analysis performed, allowing discussion among all participants.

Description of the third activity: The goal is to show how gender stereotypes, as well as the violence derived from them, are perpetuated through their repetition in the media. For this purpose, the video of Miss Escaparate, a documentary made in the USA will be shown. This video shows the reification of women in the media, and how when society integrates this concept, the voice of women ceases to be taken into account or seen as less relevant. It is available at https://vimeo.com/61656514 in Spanish and https://vimeo.com/72015293 in English.After watching it, a debate led by the facilitator will be established on the consequences of the projected image of women in the media on their personal and work development. Each of the aspects that arise in the debate will be written on the board. Subsequently, possible actions will be proposed in order to mitigate or minimize them.

Source

Feminicidio.net

Keywords

Gender violence, stereotypes, media

Contributor

UMA, Inmaculada Postigo

Description

This activity focuses on the prevention and fights against gender violence. This is carried out in three phases:

First phase (activity 1) The concept of gender: An attempt will be made to understand gender as a cultural construction, thus deriving from society's expectations of the role of men and women. For this purpose, the participants will make an initial analysis of the perceptions regarding the behavioural differences in people of both sexes and the expectations that society has of them, differentiating different environments such as family, friendships…

Second phase (activity 2) The concept of violence: violence against women is not only physical violence. The aim is to bring to light the different types of violence that are exercised against women. We adopt the definition of violence against women and girls proposed by Law 13/2007 of November 26, on Prevention and Integral Protection Measures against Gender Violence: "Any behaviour that threatens the dignity and physical and moral integrity of women for the fact of being so, as a manifestation of discrimination, the situation of inequality and power relations of men over women." “Includes any act of gender-based violence that has as a consequence, or that has the potential to result in harm or suffering of the physical, sexual or psychological health of women, including threats of such acts, coercion or arbitrary deprivation of their freedom, whether they occur in public or private life. "

Third phase (activity 3) The perpetuation of these roles and invisibility of women by media discourses: this focuses on the analysis of how the concept of gender prevails and therefore favours the maintenance of violence through the repetition of roles in the media. It also seeks to show how, after the social depth of these narratives, the voice of women ceases to matter, which makes it difficult for women to access any relevant areas.

Material

Paper, whiteboard, suggested videos and audio-visual projector

Advice for Facilitators

There are three sessions of no more than two hours each. This should be carried out by leaving at least two days between each one to settle the contents. Thus, one session per week is recommended. Groups will be between 20 and 30 people.

Handout

Yes

Summary

This activity has the objective of curbing hate speech both in the public sphere and in the private sphere through the dissemination of the “hate is not innocent” campaign.

Aims

• To create alliances, no competition but alliances. Organizations must collaborate with each other; Competitiveness fuels hate speech.
• To promote self-care.
• Equality discards the narrative of the neocolonial figure of the cooperator; opting for approaches from equality.
• Complaint Organizations must be more proactive in denouncing hate speech and create counter discourse.
• Truth fights against lies with data and expert analysis.
• Judicial approach. Considering legal proceedings of the extreme cases.

Participants

NGO members. In particular, the participants of the “hate is not innocent“ campaign.

The organizations involved in this campaign are: AIETI, Alliance for Solidarity, Andalusia Welcomes, Amnesty International, Rumiñahui Association, CEAR, Galician Coordinator of ONGD, Coordinator of ONGD, Ecos do Sur, Entreculturas, SOS Federation Racism, FELGTB, Network of Latin American Women.

Method

The group will be divided into 5 subgroups called 1. Alliances, 2. Narratives, 3. Proactive approach, 4. Fight and 5. Judicial issues.

Since all participants are experts in hate speech because they work on it in their different NGOs, we would promote an in-depth approach working in subgroups. The aim is to focus on these 5 topics in order to improve the empathy and skills individually and in the groups.

Step by step

They will be subdivided into 5 groups at the very beginning of the training.

After that, they will have 10 minutes to write on the paper the priorities of the “‘Hate is not innocent” campaign related to their specific topic.

Then, they will discuss how they will implement these priorities in, at least, two activities during the next 3 months (10 more minutes).

The conclusions of each subgroup are being discussed in the general group dynamics and the goal is to create a safe and confidential environment to share experiences.

Last but not least, the main goals of the “Hate is not innocent” campaign and of this training in particular are being repeated.

Source

El odio no es inocente (2019). Retrieved https://futuroencomun.net/no-es-inocente/

CEAR (2019, June 11). 13 ONG se unen se unen en la campaña ‘El Odio No Es Inocente’. Retrieved https://www.cear.es/ong-contra-discursos-de-odio/

Minister of internal affairs (2017). Informe sobre la evolución de los incidentes relacionados con los delitos de odio en España. Retrieved http://www.interior.gob.es/documents/10180/7146983/ESTUDIO+INCIDENTES+DELITOS+DE+ODIO+2017+v3.pdf/5d9f1996-87ee-4e30-bff4-e2c68fade874

Keywords

Hate speech, racism and xenophobia, NGO members

Contributor

UMA, Ruth de Frutos

Description

This activity aims to promote and replicate the campaign to curb incitement to hate speech in both the public and private spheres. It can be applied for awareness-raising, action taking and for the needs of different groups, both professional and social and non-governmental organizations.

Material

Paper and pen.

Advice for Facilitators

«If the activity is conducted in a group, the trainer should be skilled in group dynamics and have enough experiences to know how to enhance group cohesion and participants' interactions.>

You would need a medium-big space in order to create 5 separate groups.

Handout

Yes

Summary

This activity focuses on increasing the human rights perspective in the media. In particular, it aims to not use hate speech against refugees and asylum seekers in the Andalusian newspapers, radios, and TVs.

Aims

Clear aims such as:

• To learn how to communicate about refugees and asylum seekers
• To become aware of the importance of responsible attitude to not contribute to hate speech
• To demonstrate journalists that another way of communication is possible in traditional media
• To explore different media tools

Participants

Journalists, coordinators in NGOs, trainers, unionists

Method

Pre phase: All the participants should select three of their articles of the last month for the training. The facilitator will design a PowerPoint presentation with the main articles for the second phase.

First phase: Critical discourse analysis to support self-analysis, self-exploration and self-awareness.

Second phase: Discussion and conversation with feedback, self-analysis, self-exploration, self-awareness, etc…

Source

SPA (2018). El SPA llama a la responsabilidad a la hora de informar sobre personas refugiadas. Retrieved from:

https://www.spandalucia.com/el-spa-llama-a-la-responsabilidad-a-la-hora-de-informar-sobre-personas-refugiadas/

Keywords

Hate speech, racism and xenophobia, media critical analysis, Andalusian Union of Journalists

Contributor

UMA, Ruth de Frutos

Description

During this activity, the last three news articles that different members of the group had published in the last month about migration and refugees are being analysed. Fill out the questionnaire to compare and contrasts these five main ideas:

• The use of stereotypes of migrants and refugees as problematic people or people who have difficulties without analysing the cause or the context in which the problems occur.
• Very rarely migrants and refugees are the informative sources. Despite these people being the protagonists, they are not usually considered reliable or credible sources.
• They are frequently presented as a threat (avalanche, invasion, etc.).

• Their positive actions are ignored, undervalued or narrated as an exception.
• The authorities and institutions appear in the media with paternalistic attitudes.
• Cases of xenophobia or racism are not presented as a specific characteristic of a social group, but as a "response" to the demands of minority groups.

After sharing this information in a short debate (10 minutes), the facilitator will ask the participants different questions regarding the articles. It is important that, at least, the following topics will be discussed:

Therefore, from the Andalusian Journalists' Union, we want to remind professionals (and citizens) of the ethical duty of:

• The use of solid and equanimous information sources, contrast institutional information, enhance those of ethnic minorities and take care of information from the countries of origin.
• Avoid generalizations, drama and simplification, fleeing the development of negative and sensational information.
• Consider the importance of the section or place of the ladder in which the information is placed.
• Journalists and communicators must adopt a position, although subject to moderate professional control, in favour of an enriching and beneficial multicultural perspective for working in society.
• Manually administer the lexicon, a person is never illegal, avoid using the terms avalanche or surge, and never use "suffer" or "endure."
• Give the information an exact or as close as a possible number of people affected.
• Do not avoid counting immigration and shelter in all its dramatic intensity and with scrupulous respect for the dignity of migrants and refugees, without trivialising their problems.
• Balance between respecting privacy and reporting something.
• It is essential to use data from reliable sources that support the context of the story, photographs that humanize the news or visualisations such as infographics that complete the message.
• Do not confuse refugees with migrants, although they are often the same. Use the term refugee only when the news really requires it, or use the terms of race, colour or religion of the person or groups of people who star in the information if they have no informative relevance.
• Do not mix Islamic terrorism and refugees.
• Avoid stereotypes and generalisation, which are usually based on prejudices based on discrimination. Sometimes the classification by nationalities, ethnic groups or culture of the person who has committed criminal acts is used, which may result in national or cultural stereotypes.

• Make proper use of graphic material, you have to be cautious in the selection and treatment of images, as they often fulfil an informative, analytical and editorial function. The rules on child protection and the right to honour, personal privacy and the image itself must be respected. In the case of minors, the legal tutors will be responsible for authorizing the use of their image.

Describe the activity in clear steps!

Material

Questionnaires (it is important to know beforehand the total number of participants) and pen.

PowerPoint presentation with the main articles to go further during the debate.

Summary

This activity focuses on detecting gender stereotypes among citizens. By using an audiovisual resource, trainers will be able to discuss the image of female workers in society.

Aims

To detect and change social stereotypes that affect women in society, especially at work.

To learn how mass media can manipulate the way we think

To become aware that stereotypes are social imposed fears that are not real

To explore the way we or others behave in different situations

Participants

Workers at employment offices

Method

Through discussion, explanation, demonstration and self-analysis.

Source

News24 (2014). Does gender stereotyping women in the workplace?  Retrieved from: https://www.youtube.com/watch?v=8Lvx-DUCxIQ

Keywords

non-violent communication, stereotypes

Contributor

UMA, Laura López Romero

Description

Think about women who hold positions at your workplace. What image do you have of them? Are there negative thoughts about them achieving a position of responsibility?

What vision do the media present of women in positions of responsibility at work?

Before watching the video, the facilitator prepares the participants in groups of four in order to discuss the situation explained before. Then, the facilitator will try to discuss with the whole group about what is a stereotype and the stereotypes they could have regarding women at work in positions of responsibility.  Once we play the video, in groups of 4, participants have to detect the most common stereotypes and how to prevent them at work.

Material

Paper and pen for the participants. For the trainer: computer, internet access and sound.

Advice for Facilitators

Not necessary.

Summary

During this activity, participants will experience how they can cultivate the three pillars of mindfulness. This will help them to create more resilience, calmness, and effectiveness. All very helpful when encountering aggression. 

Mindfulness will help patterns to recognize which behavioural patterns are triggered, to deliberately choose alternative patterns which might be more helpful and to do this from compassion for oneself and for others.

Aims

• Knowing what the three pillars of mindfulness are;
• Experiencing what their benefits might be;
• Knowing how to cultivate mindfulness in daily practice.

Participants

Adults in a work environment.

Method

• Knowledge transfer
• Meditations

Source

(Nhat Hanh, 2008)

Kabat Zinn, J. (2004). Wherever You Go, There You Are. London: Little Brown UK.

Keywords

Meditation, Mindfulness, calming

Contributor

Hogeschool Utrecht

Description

An individual or group will start exploring what mindfulness is, and how it can be cultivated.

The participant(s) will then experience what it is like to practice mindfulness in the form of meditation.

Lastly, the participants will learn about techniques by which they can develop a more mindful attitude in life in general, but also in situations in which aggression is experienced.

Material

Audio recordings of the meditations (to be made by mindfulness trainers).

Advice for Facilitators

• Please let these meditations be guided by experienced mindfulness trainers, which can be found all over Europe.
• Let the participants practice with each of the three pillars of awareness. This is displayed in the text below as follows: Meditation:…..
• Lastly, let the participants practice with the longer meditation: A mindfulness meditation focuses on the three pillars and leaves some time for questions afterwards.

Handout

Yes, the text that is below can be used both by the facilitator as by the participant as a reference work.

Download the handout from here.

Summary

During this activity, participants are invited to imagine (relatable) situations in a work environment, in which they witness the aggression of others. The participants think about how they could react in a compassionate way during these situations. 

Aims

• Experience what the effects of aggression from others on your own feelings and thoughts are;
• Thinking of ways to react in a compassionate way to such displays of aggression;
• Experience what effect these reactions evoke.

Participants

Adults in a work environment

Method

• Discussion
• Roleplay

Source

Hogeschool Utrecht

Keywords

Empathic resonance with displays of aggression.

Contributor

Hogeschool Utrecht

Description

Divide the group into pairs or groups of three. Each subgroup receives a description of a situation (see below). They ponder about how their own experience would be in such a situation and how one could react in a compassionate way to it.

Next, the different situations are being discussed with the complete group as a group discussion. Or: The situations are being re-enacted through role-play.

Material

Pen and paper

Advice for Facilitators

• Lead the discussion in a clear and ordered or structured manner; allow each of the participants enough space and time to speak their mind and share their opinion; summarize what’s being said.
• Give clear instructions to the participants of the roleplay; let the participants ‘de-role’ after the scene; reflect and evaluate.

Handout

Yes

Summary

During this activity, participants will experience how they can calm the nervous system by using mindfulness meditation. This technique will help to reduce the fight-flight-freeze response when confronted with aggression. And it will also help to access the more evolved, more empathic part of our brain. It helps us to see what is actually happening and what is really needed.

Afterwards, the participants can practice this tool daily.

Aims

• Experience how mindfulness interventions work
• Knowing how and when to use the mindfulness Breathing-space
• Having tools to avoid reactivity whilst dealing with aggression
• Practising short mindfulness interventions regularly

Participants

Adults in a work environment

Method

• Knowledge transfer
• Meditation
• Reflection

Source

Kabat Zinn, J. (2004). Wherever You Go, There You Are. London: Little Brown UK.

Williams, M., & Penman, D. (2011). Mindfulness. Amsterdam: Atheneum.

Keywords

Mindfulness, meditation, what’s present, what’s most needed

Contributor

Hogeschool Utrecht

Description

An individual or group will start by experiencing the meditation.

Afterwards, the theory of the mindfulness intervention Breathing-space and its benefits are being explored.

The participants will reflect upon the technique and share their insights with others.
Lastly, the participants will practise once more with the technique.

Material

Handout

Pen and paper

Advice for Facilitators

• Please let these meditations be guided by experienced mindfulness trainers who can be found all over Europe.

Handout

Yes, the text below can be used by the facilitator and by the participants as a reference. 

Summary

This activity invites participants to reflect on their own strength and to learn from each other.

Aims

To experience learning from each other. To realize that people around us are a great source of learning.

Participants

any

Method

combination of methods – self-reflection, silent floor, experiential learning, reflection

Source

training resources of Jana Randa

Keywords

learning, community, own strength

Contributor

Qualed

Description

This activity consists of 5 steps:

Self-reflection: Write down 3 things that you like, 3 things you are curious about, and 3 things you are good in (this step can be done individually or in pairs to support the process) – different paper for each of the categories. Do not be too serious (just things that come to your mind). Put your name on each of the papers.

The market of interest: Everyone places their papers in the room (walls/floor) so others can walk around and read it.

Learning exercise: Now you have 10 minutes to learn something new from someone in the group.

Reflection A:

How did you spend the 10 minutes?

How was the exercise for you?

What did you learn?

What did you learn about the person you spend the time with?

Reflection B:

Who were/are the important teachers in your life?

What about your parents or people who took care of you when you were a baby?

Learning walking – talking – relating to people. It is said that the crucial age for learning social skills is between 0-3 years. J

Possible input you want to give on social learning.

Material

Papers of 3 different colours – bigger post-its is the best option

Tape

Pen/marker for each participant

Summary

During this activity, participants will experience how they can easily calm the nervous system in situations where aggression is encountered by using a breathing technique. Participants will learn how aggression most commonly leads to a fight-flight-freeze response. They learn how this technique helps to reduce this response and how it helps to access the more evolved, more empathic part of our brain.

Aims

• Experience what the effects of aggression is on our nervous system are and how aggression can be met in a calmer / more mindful way;
• Learning how to apply the box-breathing technique;
• Learning how it helps to access the more evolved, more empathic part of our brain;
• Experience what effect of this technique is.

Participants

Adults in a work environment

Method

• Experimenting with the breath
• Teaching the benefits of this technique

Source

(Stinson, 2018)

(Gotter, 2019)

Keywords

Breathing technique, short meditation, calming the nervous system.

Contributor

Hogeschool Utrecht

Description

An individual or group will start exploring what aggression does to our nervous system. As an indicator, we will use the breath since it is directly related to the number of stress hormones that are being produced in the body.

The participant(s) will then learn more about how stress affects the brain and how this stress might negatively influence our ability to respond productively.

After this, the participant(s) will learn how the Box-Breath technique works and directly apply it.

Lastly, the participant(s) will gain insight into how this technique helps them in dealing with aggression. 

Material

• Stopwatch
• Pen & Handout

Advice for Facilitators

• Let the participants experiment with their breath, this often is the most convincing way of making people aware.
• Give clear instructions to the participants that they should find their own breathing rhythm. Each body is different. It is not a competition!
• For safety reasons, please tell participants to practice this technique only while sitting down. NOT whilst moving (e.g. driving) or in the vicinity of water.

Handout

Yes