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Divergent
NYC
Complete
Curriculum
Safe
Horizons
and
Ozanam
Scholars
at
St.
John’s
University
Partnership
“moving
victims
from
crisis
to
confidence”
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CONTENTS
Introduction
Background of Divergent.....................................................................................................3
What is the Divergent Program?..........................................................................................3
Service Site Protocol............................................................................................................4
Weekly Ozanam Expectations.............................................................................................4
Directions ............................................................................................................................4
Effective Lesson Planning…...............................................................................................5
What does it mean to be a good facilitator?.........................................................................5
What does it mean to be a mandated reporter?....................................................................5
Curriculum
Recruiting teens 101............................................................................................................6
Why do we use journals?.....................................................................................................6
What does a typical day look like?......................................................................................6
First Sessions Lesson Plan...................................................................................................7
Relationship Activities …....................................................................................................8
Developing a Sense of Self................................................................................................10
Art Focused Activities ......................................................................................................17
Final Divergent Session.....................................................................................................19
Favorite Ice Breakers.........................................................................................................19
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INTRODUCTION
Background
Established:
August 2014
Motto:
Discover. Develop. Unleash.
Purpose:
Our mission is to help the teenagers at Safe Horizon domestic violence shelter discover
new opportunities and interests, develop action plans to reach their goals and dreams, and
unleash their voices, creative power, talents, and abilities--while creating a safe space for
the teenagers to interact.
History:
The teenagers and their families are victims of some type of domestic violence. Jeremy
Ashton and I decided to create a teen group for middle and high school aged students
because after school there was no place in the building or program established for only
teenagers. We were given the back storage room of the recreational room in the
basement. We developed a program focused on healthy creative outlets to express
emotions. This document will serve as a synopsis of our work and activities at Safe
Horizon’s over the past two semesters.
Logistics:
-Meet twice a week for the Divergent Program
-The program meets from 5-7pm
-Arrive to Rose House between 4 and 4:15pm
-Anywhere from 2-6 scholars may attend twice a week
-Ozanam provides weekly metrocards for scholars
The Divergent Program
Originally named after the book series, Divergent movie, and the overall meaning of the
word. As a support group, Divergent is truly named for the definition-- tending to be
different, to develop in a new or different direction, to go against the grain, and to
increase indefinitely, infinite possibility. We are named “the Divergents” because the
founders recognized that we are all unique and come from different backgrounds, yet we
are all tied together by a commonality. The founders thought this was a fitting name
because the movie Divergent had just been released.
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Service Site Protocol
There is no GA for the program, so the scholars will travel to the Rose House in Harlem
on their own. It is CRITICAL for the scholars to arrive at the designated time. The
scholars are the ones who will be maintaining the positive partnership between the
program and service site.
When the scholars first arrive, they will be required to present a photo id and sign in.
Next, the scholars will have a short meeting with Nicolette, the child care provider, to go
over any issues with the program. There will be about a 30-minute block for the scholars
to go downstairs and set up the divergent room for the teenagers.
The teenagers will know the program begins once there is an announcement made over
the loud speakers. In order to make an announcement, a scholar will need to go to the
front desk and say the Divergent group will now begin. There is a sign-in sheet for the
teenagers who are attending the session.
The session will run from 5-7:00pm. After the session is complete, the scholar who
planned the daily curriculum will need to fill out an activity form where the describe the
daily activities. That form will be placed into Nicolette’s mailbox once the scholars
depart.
Weekly Ozanam Expectations
Scholars will be required to pick up their biweekly metrocard before departing for
Harlem. The scholars will need to sign the non-GA service hours sheet located at
Natalia’s desk in the VISA office EVERY WEEK!
Travel Time
-Leave St. John’s Gate 4 at 3:00pm to arrive at Safe Horizons on 127th
and Malcolm X
Blvd at 4-4:15pm.
-Take the Q46 to Kew Gardens, take the E to 7th
Avenue OR take the F to Rockefeller
Center.
-Next you will take the D-because it is express- to 125th
St. heading Bronx bound. If need
be, take the B Bronx bound to 125th
St.
-From the 125th
stop, you will take a right and head east on 127th
St. towards Malcolm X
Blvd.
-You will walk and pass two avenues.
-The building is unmarked and on the block BEFORE Malcolm X Blvd.
-It will take between 1 and 1.5 hours
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Effective Lesson Planning
Scholars are the ones who are creating the weekly lesson plans. In order for them to be
effective and meaningful, scholars must PLAN AHEAD. The group facilitator should
have the lesson plan created at least 24 hours before the Divergent group meets. The
lesson plan should involve an overarching theme, group activities, individual reflection,
some type of art activity (painting, creating something together to put on the wall, etc.),
and conversation that will allow every teenager to speak.
How to be a good facilitator
A good facilitator is organized, flexible, understanding, and a mentor to the teenagers of
the Divergent program. The teenagers look up to every scholar as a role model. It is
critical for the scholars to run a program that allows the teens to express their thoughts
while still staying on track. However, if there is a topic that needs to be talked about on a
whim, the scholars need to be ready to think on their feet and start a session on that topic.
Mandated Reporting
Since we are working with children affected by domestic violence, we are mandated
reporters. Meaning, we are required to tell the supervisor if a teen tells the group about
potentially harming themselves or someone else. These are issues that we are not trained
to do, so after the session concludes contact the supervisor.
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CURRICULUM
Recruiting Teens 101
The first week of service at Safe Horizons will be dedicated to identifying and recruiting
the teenagers of the shelter. Scholars will need to obtain the master list of all residents in
the shelter. During the first week there should be flyers hung, and invitations created for
all teenagers. Scholars should then go door to door to invite the teenagers to the
Divergent Program. Introduce the idea of Divergent to the parents and teens. Briefly
describe it is a place for teens to come together and just be teens. Scholars can continue to
recruit into the second week, but we do not want to overstep our boundaries at the
shelters—use your judgment with what is “too much”.
Journals
The journals are a significant part of the program. Some of the teenagers will not be
responsive to the journals and will make a big deal of how they don’t want to write
because it is too similar to school. However, keep at it and do journaling activities. The
teens will open up on the pages even if they give you a hard time about it. Journaling
allows the teenagers to release their thoughts onto a page. The journals are also great for
group activities and discussions. The journals need to be kept locked in the Divergent
cabinet every time you leave the service site. If the teenagers want to keep their journals
in their rooms, they are welcome to. HOWEVER, make sure they bring the journals to
every group session. When the teenagers leave, it is always great to turn it into sort of a
“year-book” signing. Everyone should take turns to write in one another’s journals. The
journals are private, confidential, and you should NEVER go through a teenager’s
personal journal.
Typical Day with Divergent
1) Sign in and grab journal/notebook
2) Highs and Lows since the previous session
3) Introduction Activity/Ice Breaker
4) Discussion on the theme of the day
5) Writing activity/painting activity/art project
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First Sessions
• Come prepared with invitations for every teenager in the shelter. Make a flyer
with dates and times to hang throughout shelter
• If you cannot find teenagers then recruit by going door to door
• Discuss what the Divergent Program is, the history, what does it mean to be
Divergent?
• Start with High/Lows. During every session everyone will start by saying 1 high
and 1 low since the previous session
• Introductions: Name, where are they from, age, grade, and a silly question to take
off the edge.
o Ex. What would your dream house look like? If you could have a superpower what would
it be? If you could travel anywhere in the world, where would you go?
• Distribute journals to the new Divergents and explain purpose- WE DO NOT
READ THEM!!!
• Everyone in the group should write a letter to their future self on the first day. The
group will receive the letters back during the final session of Divergent, or when
they leave the shelter.
• Hand out survey to see what the teens goals are for the upcoming semester. What
did they like from previous sessions?
• Watch the Divergent movie. This is a great way for the teenagers to bond over
without needing to talk too much about themselves.
Questions to ask on the Introduction survey:
What is one thing you are looking forward to this upcoming Spring semester?
What was your favorite thing about Divergent last semester?
What was your least favorite thing about Divergent last semester?
What types of activities would you like to participate in this semester?
What was one of the happiest moments of your life?
What is one thing you want others to know about you that they may not always know?
Top 3 favorite books/songs/movies:
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A. Relationship Activities
1. Deal With It, Deal Breaker, Depends - Intimate Partner Relationships
This is an activity that should be done once you have developed a great relationship with
the group. In Fall 2015 we waited to do this activity until the end of October.
§ Purpose: To discuss healthy versus unhealthy relationships with a partner
§ Ice Breaker: Desert Island
Announce, 'You've been exiled to a deserted island for a year. In addition to the essentials, you may take
one piece of music, one book (which is not the Bible) and one luxury item you can carry with you i.e. not a
boat to leave the island! What would you take and why?'
Allow a few minutes for the young people to draw up their list of three items, before sharing their choices
with the rest of the group. As with most icebreakers and relationship building activities, it's good for the
group leaders to join in too.
§ Journal Reflection: Ask the teenagers to quietly reflect on these questions. Then
go around in a circle and have the teens discuss what they put for each question.
1. How can you tell if a relationship is healthy? What are the most important characteristics of a healthy
relationship?
2. Describe how two people in a relationship should communicate with each other.
3. Is it normal for someone to have feelings of jealously? How should they deal with these feelings?
4. Is it normal to feel pressured by a partner in a relationship? What should I do if I feel pressured by a
partner in a relationship?
§ Activity: Three signs are posted around the room reading- Can deal with it, Deal
Breaker, and Depends on the Situation. Ask the following prompts, and every
teenager must move to one of the signs in the room. After the teens pick their
spot, they must explain why they picked particular sign.
§ Your partner posts cruel things about you on Facebook
§ Someone you want to be in a relationship lies to you about their age
§ Your partner gets jealous when other people look at you on the street
§ Your partner asks for nude photos
§ Your partner uses illegal drugs
§ Your partner texts your friends to see if you are really where you said you were
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§ Your partner calls or texts you more than ten times a day
§ Your partner hits of slaps you out of anger
§ Your partner gets mad at you for thinking other people are attractive
§ Your partner is pressuring you into sexual activity that you aren’t comfortable with .
2. Healthy vs. Unhealthy Relationship Using Music- Intimate Partner Relationships
This is an activity that should not be one of the first used because you will be discussion
violence. You will need to bring the lyrics to Love the Way You Lie by Eminem and
Rihanna and Hold My Hand by Jess Glynne. Before the session stream both the videos so
you can show them at the shelter.
§ Purpose: To discuss healthy versus unhealthy relationships with a partner
§ Ice Breaker: Every teenager will receive three notecards. They must write an
example of a healthy interaction with a partner versus unhealthy. After everyone
is finished, the cards will be distributed to the group. The person will then read
the interactions and say whether or not they think it healthy/unhealthy.
§ Start with Love the Way You Lie: Pass out the lyrics, play the song. Ask them,
“what stuck out to you?” and “what do you see?”. Then proceed to play the music
video (which is extremely violent). Ask the teenagers, “is this how you pictured
the video?”, “what should the couple have done in this situation?”, and “how
could they have changed their reactions?”
§ Play Hold My Hand the same way as the other song.
§ Activity: Paint or draw on a piece of paper what you would want a relationship
with a partner or friend to look like.
3. Healthy Relationships Discussion
§ Purpose: For the teenagers to understand the differences between a healthy and an
abusive relationship while developing positive coping mechanisms.
§ Journaling: Have the students quietly reflect on the following questions,
• Do you feel the need to change yourself in order to impress others?
• What makes a healthy relationship?
• How do you feel when you argue with your friends?
• Do you sometimes not know how to handle your emotions?
• What makes a relationship abusive?
§ All of the families in the shelter are survivors of a form of abuse, so it is critical
for facilitators to be sensitive to the fact that domestic violence is directly
impacting their lives.
§ During the discussion everyone will share the answers the wrote down during the
quiet journal reflection.
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B. Activities on Developing a Sense of
1. Stereotypes Using Humans of New York
This will take a great deal of preparation. You will need to find 5-8 different pictures
from Humans Of New York and write down the captions. Once at Rose House, you will
glue/tape the blown up colored HONY picture onto a large sheet of sticky paper for the
wall. Then write a vague caption on the top that will suggest a certain type of stereotype
(trick the kids!!!!) During the activity the kids will silently walk around the room and try
to guess the story of that person.
§ Purpose: To understand what a stereotype is and that we should not judge a book
by its cover.
§ Start by writing the word stereotype on a piece of wall paper. Ask the teenagers to
define it. Actively write down everything they are saying because they will feel
like they are contributing to the definition.
§ Journal: On another piece of paper write “Don’t Judge a Book By Its Cover”. Ask
the teens to reflect for 5 minutes about what the quote means to them. Discuss
what they wrote.
§ Activity: HONY. Play quiet music while the teens walk around the room writing
down their initial impressions on the pieces of wall paper. After everyone has
written on the paper (takes about 10-15 minutes) go through the real stories of the
pictures.
HONY Pictures and captions previously used:
1. "I scratch myself every time the cops come because they don’t like to deal with you if you’re bleeding.”
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2. “Sometimes I feel like I’m not ready. And that’s a bad thought to have. Because once you get that
thought into your brain, it goes into your body and your whole body shuts down.”
“When is a time you felt like you weren’t ready?”
“When I got out of foster care, I wasn’t hip to talking to people. In foster care, all we did was come home
and go to our rooms, and I was living with this older autistic kid who would beat me up every day. So when
I got out, I didn’t feel like I was ready to talk to people. I’d have to practice in the mirror every day.”
3. "I kept I getting in trouble at school, and my dad told me he was going to give up on me. But then he
changed his mind and said that he was never going to give up on me."
"What made him change his mind?"
"I don't know. He just said it, went in his room, closed the door, then came out two minutes later and took it
back."
Italo Barbiero "Kid, parenting doesn't come with instructions. He's learning with you. And you are very
lucky that he knows that too, and he's humble enough to admit it."
Zoe Ragin "This is so real, sometimes you say things in anger then realize you could never mean it. That's
an amazing father. JUST DONT GIVE UP ON YOURSELF."
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4. “Friends? Dating?”
“Bros.”
2. Self Love Using Poetry
You will need to bring old magazines to the session so the teenagers are able to create
collages about themselves.
§ Purpose: To express themselves through an “I am” poem and a collage.
§ This type of session can be used when you need something a bit lighter to life the
spirits and make the teenagers feel positive.
§ The poem can be written inside their journals.The format of the poem looks like
this,
I am _____ and _______
I wonder_____________
I hear________________
I see_________________
I want_______________
I am ____ and ________ ***Same as the line from the beginning***
I understand_________
I say_______________
I dream_____________
I try_______________
I hope______________
I am _____ and_______ ***Same as the line from the beginning***
§ Allow the teenagers to share their poems with the group
§ Finish the session by taking the magazine and creating a collage in their journals.
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3. Stress
§ Purpose: To discuss possible solutions to overcome the stressors in their lives
§ Journal: On the wall, propose the following questions and allow the students to
quietly reflect,
• What is your definition of stress?
• What brings the most stress into your life?
• Who do you talk to when you are stressed out?
• In what ways do you deal with your stress?
§ After the finish journaling, discuss every question in depth with the group.
4. The Future You! -Future Goals and Dreams
§ Start by writing the quote, “The future belongs to those who dream”
§ Purpose: To allow the teenagers to think about their future dreams and goals and
share them with the group.
§ Journal: Propose the following questions to get the conversation started
• What is your dream job?
• What is your dream city to live in?
• If you could eat one food for the rest of your life, what would it be?
• What would make you most happy in life?
• What is the future you wearing?
• What do you do for a living?
• Are you married or are you single?
• Do you have any children?
• How old to you envision the future you?
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5. Problems in School- The Problem Tree
§ Purpose: Allow the teenagers to express what angers, concerns, and frustrates
them about their school system
§ Activity: Using a problem tree, draw a large tree on the wall. In the roots ask the
teenagers to write the problems they see in school, in the trunk write the
symptoms of the issues, and in the branches/leaves write the solutions.
§ This allows teenagers to develop possible solutions to the issues that are bothering
them in the school.
§ Encourages adolescents to become leaders and change-makers in their school
environment.
6. Identity
§ Purpose: For the teenagers to understand how they are identified and how they
want to be identified.
§ Journals: Ask the teens to quietly respond to the following questions
• How do you identify yourself?
• How do others see you?
• Where are you from? Do you identify with where you live?
• How do you want others to see you?
7. Traditions in Families
§ This is a great activity to do in December to get in the holiday spirit.
§ Purpose: To provide a space for the teenagers to share their favorite holiday
memories and traditions
§ Activity: Created a large Christmas tree and gave every teenager blank ornaments.
On the ornaments the teenagers were able to write down their favorite memories
and traditions. The teenager will then share the tradition before sticking it onto the
Christmas tree.
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8. How to be a Divergent Outside of Rose House
§ This activity should be done in a later session after the facilitators have developed
a strong relationship with the teenagers.
§ Purpose: For teenagers to explore ways to express Divergent positive vibes in
their home life, relationships with friends, and at school
§ This discussion will allow the teenagers to implement the Divergent values and
morals in every aspect of their life.
9. What is a Hero?
§ Purpose: For the adolescents to think about whom they look up to in their lives
while realizing that they themselves are hero.
§ Start by discussing what a hero is, brainstorm certain aspects of a hero, and write
them onto a large wall sticky pad.
§ Ask the students the following questions,
• Who are the heroes in your life?
• How can you be your own hero?
§ Activity: Create yourselves as a hero on a piece of paper. In addition, add a
superpower you have, create a name for your hero, and develop a back story.
10. Spring Cleaning: “Out with the Old and in with the new”
§ Purpose: What do you want to get rid of in life, and what do you want to
improve?
§ Journal: Propose the following discussions and follow by openly discussing
everyone’s responses,
• What is one thing you want to clean out of your life?
• What is one thing you want to keep in your life? Why?
• What is the most important thing in your life? Why?
11. Started From the Bottom , Now We’re Here
§ Purpose: To identify people who have come from nothing and truly made
something great of themselves.
§ Write the quote “Started From the Bottom, Now We’re Here” on a large piece of
paper. Have the teenagers identify and write people who have made a difference
or overcome certain obstacles in their lives.
• Ex. Michael Orr, Brandon Stanton (HONY), Michael Jordan, etc.
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12. College Applications
§ Purpose: Many of the adolescents will be first generation college applicants;
therefore we want to answer any questions the students may have about applying
to college.
§ The question box is extremely helpful here because if a teenager feels
uncomfortable openly asking a question in the group, it will be anonymous.
§ Applying to college can be a stressful time, so we want to make the teenagers feel
like they are prepared.
§ Topics to cover: FAFSA, Scholarships, SAT/ACT Preparation
§ Come prepared with supporting documents and information for first generation
college applicants.
13. Self Care- Love your Body-Health Education Discussion
Depending on how many teens are in the group, and your group dynamics. Feel free to
separate the males and females to have two different conversations. However, it has
worked with both males and females in the same conversation.
§ Purpose: Allow students to ask questions that you would find in a health
course/sexual education class.
§ We found that several adolescents had never received a health class, and had a lot
of questions in general.
§ Utilize the question box because this topic may make teenagers feel
uncomfortable.
§ Make sure to stick to the facts because this should be a serious conversation!
14. Bullying
§ Purpose: To understand what a bully is, and what resources are available when
you are a victim of a bully.
§ Teenagers, especially affected by DV, may become bullies as a way to cope with
the trauma. In addition, some teenagers may become bullies themselves. Make
sure to create a safe space where teenagers can discuss both sides
§ Journal: Ask the teenagers to respond to the following questions and proceed to
discuss each question,
• What is a bully?
• What can you do if you are being bullied/targeted at school?
• What would you do if you witnessed someone being bullied?
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C. Art Focused Activities
v Art focused activities are a great way to allow teenagers to unwind if the previous
session was intense. These activities will allow teenagers to creatively express
themselves without speaking too much.
1. Paint Yourself on a Page
§ Purpose: Allow the teenager to visually express themselves by painting
§ This type of session is good when there was a heavy session during the previous
group, or if the teenagers seem to be having an off day as a group.
2. Self Love- Find Yourself Through Photography
This is an activity to do after you have developed a close relationship with the teenagers
because you will be photographing them. The photograph will not be shared with anyone
but the group.
§ Purpose: Teenagers to develop a sense of self through a self-portraits, discover
what they love about themselves, and develop an understanding of perspective.
§ Each teen will have their picture taken, if they would like.
§ Every teen will be allowed to take one picture of something they find beautiful
within the shelter.
§ Journal Activity: The teenagers will create lists in response to the following
questions,
§ 3 Things you are good at, 3 challenges you have overcome, 3
things that you like about your appearance, 3 ways that you have
helped other, 3 things that make you unique, 3 compliments you
have received from someone, 3 things you value most, 3 times you
made other happy, 3 personality traits that you love about yourself.
§ This activity will be completed the following session when the teenagers receive
the printed pictures. They will write on the back of the picture three things they
love about themselves.
3. “Art Should Teach Not Just Entertain” using videos
§ Purpose: For the teenagers to express their opinion on different art forms through
videos shown.
§ The following videos are meant to inspire the teenagers to explore what they want
their art to teach the word.
§ Graffiti Art in Brooklyn: https://vimeo.com/79674352
§ Spoken Word: Why I Think This World Should End
https://www.youtube.com/watch?v=itvnQ2QB4yc
§ Song: Stand By Me-Song For Change-Sung Around the world
https://www.youtube.com/watch?v=Us-
TVg40ExM&ebc=ANyPxKrqryBUwTsNzw44PQfCHdi3p4Qdzafq5ScF9g1ElPhMtgMxhc7hk_u
qQeO8gMVuEfLLsn6ZUMjWyiKwrCXoifk6UIVCnw
§ Free Hugs Campaign: https://www.youtube.com/watch?v=vr3x_RRJdd4
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§ Dances: From So You Think You Can Dance
https://www.youtube.com/watch?v=QpnNO5VCeik
https://www.youtube.com/watch?v=RXJMJk_JC3o
§ During this session, the teenagers should be actively writing down their thoughts
about the different videos. Afterwards they will discuss what the artist are trying
to teach the world.
§ At the end, ask the adolescents to rank the different art forms from favorite to
least favorite.
4. “Food For Thought”-Journal focused activity
§ Purpose: To allow teenagers to discuss different meaningful quotes, and develop
opinions on pictures presented to the group.
§ This is an activity that can be used after a session with a difficult topic.
§ Use controversial pictures and inspiring quotes to discuss with the teens.
§ Journaling: Ask the teenagers to write a creative story about a certain picture or a
poem. If using a quote ask the teenagers to write about what the specific quote
means to them.
ß This pictures was great because it
brought up different conversations
including farming, labor, and
slavery.
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Final Session
v This final session will be focused on affirmations and wrapping up the semester,
or in the case that a Divergent is leaving use this session.
v Each teenager will receive their notebook to keep and they will get their letter
from the first session back.
v Every teenager gets a turn getting affirmations from the other members in the
group.
v Everyone will participate in a “yearbook” signing. Each teen can write notes to
one another saying goodbye.
v Give a final session survey about their favorite activities, what they liked, what
they think should change.
v On a large piece of paper write the following question,
• What does Divergent mean to you?
This will spark a meaningful conversation about what the group means to every teenager.
Favorite Ice Breakers
v Heads Up: Either download the application on your phone, or make it on
notecards. Before the session write different famous people, songs, and actions for
the teenagers to play an activity similar to Heads Up!
v 2 Truths and a Lie: This is a great ice breaker for when the group is getting to
know one another.
v Model Behavior: Ask two teenagers leave the room because they will become
the “actors”. The people left inside the room will think of a specific action the
“actors” will need to do. After the action is decided, ask the teenagers to enter the
room starting to guess what the action is.
• Examples- Rowing a boat, kayaking, participating in a
wheelbarrow race, talking on the phone, the Titanic pose,
playing football, juggling, etc.
v Would You Rather: Before the session, write down would you rather on
notecards. Use both sides of the notecards, and make them fun!
v Any type of theatre game has been successful with the adolescents!
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Final Advice
v Stay Positive!!!
v Plan out the sessions a day prior and notify your teammates what the session is
going to look like.
v Rotate who plans the lesson every week
v Reflect with the other facilitators after every session. Some of the topics can be
extremely difficult to discuss with the teenagers, so discuss how you feel/how you
think the specific session went.
v Create a Facebook secret group where you will be able to communicate with the
other volunteers on a regular basis.
v Check the email often:
§ Email- divergentnyc@gmail.com
§ Password: Divergent5646
v Meet with Nicolette prior to the beginning of the session.
v This is your opportunity to be creative, develop effective lesson plans, and truly
help the teenagers through this transitional time period in their lives.
v Do background research on how domestic violence affects teenagers lives (this
will help you understand why it is so important for us all to be working at Safe
Horizons!)
Use of Curriculum
v Use this during training to show the types of activities done at Divergent.
v The oldest, most experience facilitator should be the one reviewing this with the
newest volunteers.
v Add to this curriculum! See what works and what does not.
v During the training map out the activities you want to do for the first few sessions.
Brainstorm your ideas on the following page!
21. Discover.
Develop.
Unleash.
21
Week 1- Day 1
Day Leader:
Co-facilitators:
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
Week 1- Day 2
Day Leader:
Co-facilitators:
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
Week 2- Day 1
Day Leader:
Co-facilitators:
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
Week 2- Day 2
Day Leader:
Co-facilitators:
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
Week 3- Day 1
Day Leader:
Co-facilitators:
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
22. Discover.
Develop.
Unleash.
22
Safe Horizons Weekly Progress Report
Dates of Service at Rose House:
Day 1 Leader: Day 2 Leader:
Day 1 Co- Facilitators: Day 2 Co-Facilitators:
Activities:
Day 1
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
Overall Responsiveness of Teenagers:
Day 2
Topic:
Ice Breaker:
Journaling Activity:
Interactive Activity:
Overall Responsiveness of Teenagers:
23. Discover.
Develop.
Unleash.
23
Curriculum Rationale
v To encourage positive youth development among at-risk adolescents affected by
domestic violence.
v Empower teenagers through positive engaging activities.
v To create a sense of community for the youth of the Rose House.
v Establish a safe space where ideas can be shared and every teenager is able to
develop their goals and voice.