Anne Van der Veer: Personal Boundaries and Dating Abuse Workshops
Cohen Children’s Medical Center, Northwell Health
Intended audience? Middle school, flexible up through high school Intended facilitator? Health Educator How to use: To be presented via live video platform (Zoom, Google Meet, etc.), with supplementary pre- and post-workshop materials provided via email or through Google Classroom
In our first work group meeting, co-facilitator Teresa Casullo shared information about PPGNY’s Teens Helping Teens group in Schenectady, including their community work, retreats, and other activities, as well as an example of a virtual meeting.
In our June 17th meeting, Kailin Kucewicz shared detailed information about her peer education group, Peer Educators Empowering People. Her presentation included a description of the group, the PSA development process, PEEPs virtual activities and events, and nuts and bolts about how the group is run.
Danell Wilson: Using Kahoot! to Discuss Healthy Relationships
Community Healthcare Network Teens PACT
Intended audience? HS youth Intended facilitator? Health educator, facilitator, or classroom teacher
How to use: Plug in questions through Kahoot. It is always good to connect your game with whatever lesson that you may have done beforehand. You can use this gameplay through the classrooms or virtually through Zoom or Instagram live. If you are in the classroom, make sure you have a form of Wi-Fi and a laptop to present the game. Make sure the students also have internet access via phone, tablet, or laptop to be able to participate.
Intended audience? HS youth Intended facilitator? Classroom teacher or health educator/facilitator How to use: Give to a teacher to disseminate to students, no live interaction, students complete handout on own
The goal of “Who Would You Tell” is for students to think about boundaries in different relationships, hear examples of non-physical boundaries, recognize the nuances of boundaries as it might be easy to say “I trust all my friends,” but when given specific examples it may become clear that there may be different levels of trust.
The intended audience can be middle or high school students with statements adjusted to fit the audience.
This activity may be delivered by a facilitator or teacher, but as written would work best happening live with conversation and interaction to share different responses. It could be modified to be a journal exercise for students to complete individually.
Spanish Action League of Onondaga County, Inc. – La Liga
The goal of this workshop is to teach the
audience how to identify when a relationship is over, to explain why breaking
up with someone is difficult, to provide them with advice about things they can
do and say when breaking up with someone, and to provide them with advice about
things they should avoid doing and saying when breaking up with someone.
The primary intended audience is teens and
adolescents in grades 6th through 12th. However, the
workshop terminology and examples can be adjusted to better fit an older age
The intended deliverer of this workshop is a
facilitator of sorts, but a parent or teacher could also present the
information because the presentation is user friendly.
This workshop can be delivered live or
virtually. It also does not necessarily need to be delivered by a facilitator.
It can easily be uploaded on a website or given to a teacher to distribute. The
only thing that would need to be done with a facilitator is the reflection
piece of the workshop.
Anne Van Der Veer: Teaching Consent Using Google Classroom
Long Island Jewish Medical Center / Northwell Health
The goal of the workshop was two-fold: to present materials related to teaching consent, as well as to explore what asynchronous delivery of student-facing material (information and activities) looks like using the Google Classroom platform with integrated third-party applications.
The intended audience of the presentation was educators; the material presented is intended for high school students (with modifications for middle school).
The material on consent can be used by students working independently, in small student-led groups, or delivered by a health educator/facilitator/teacher; the activities can be done virtually or in-person, live or asynchronously.
The material was presented within the Google Classroom platform and was intended to showcase the flexibility offered within that platform of synchronous (facilitated) or asynchronous (independent) engagement. The content (activities in particular) could be used by students or educators, and is easily adapted for independent work, facilitated work (virtual) or facilitated work (in-person).
It’s been between 3-4 weeks since the majority of us have
been working remotely. While this has
had an impact on many facets of our lives, let’s focus on our work lives in
this post. How do you navigate the
unique dynamics of working from home, especially if you’re not alone? There are several challenges related to
working remotely such as limited access to files or curricular materials, noise
and distractions from those within and outside of your home, and having to deal
with health concerns—your own and/or those of your loved ones. Here are a few tips:
Create a calendar/routine: This is especially important if you have multiple people in the home and have to share space and/or technology. While our current reality is anything but “normal,” try to promote a sense of normalcy by doing what you used to do before while also establishing some new routines (e.g. shower and get dressed as if you were going into the office—YES, I said get dressed, no matter how tempting it may be to stay in your PJs, schedule and enjoy your meals and breaks, check your emails and use a calendar to keep track of all of your work meetings and activities). If sharing space/technology, you may want to do this for everyone in your home to avoid scheduling conflicts.
Find/create a space at home to work: Acknowledging that this may be difficult if space is limited and there are multiple people in your home, try to find a neutral space with few distractions (for you and for those that will see you on video). If you’re on several virtual meetings, you want to find an area that is well-lit and not too far from your router so that you get a strong connection. Make sure your seating is comfortable, but not too comfortable…I know the recliner is really tempting.
Step up your technology game: Since more of us are working online, we’re seeing the good side of technology (e.g. being able to connect with friends and family for virtual hang-out sessions) and the not-so-good side of technology (e.g. Zoom Bombing). Take this time to learn the basics of some commonly used platforms like Zoom and Microsoft Teams, as well as some newer ways that people are connecting like Houseparty.
Establish boundaries: Working from home means that it’s easier to get your day started, but it might also make it harder for you to end your day. It’s important to establish boundaries by letting people (including your family, colleagues, etc.) know when you’re working and when you’re off the clock. Most importantly, when you’re off…you’re off! Disconnect from work and reconnect with your actual “home life.”
Be gentle with yourself: As mentioned previously, there is nothing normal about what we are collectively experiencing. So, don’t expect to fall into “work as usual” mode so quickly. Allow yourself time to find your groove in our new reality and, don’t just forgive yourself for making mistakes, but expect them. Lastly, explore new self-care options: take an online dance, yoga, or fitness class, listen to your favorite podcasts or audiobooks, take on the those long overdue home improvement projects, experiment with some new recipes or reconnect with loved ones that you’ve lost touch with.
The word is out…Sara is leaving us this week and headed to
an amazing new job with Planned Parenthood Federation of America.
For 11 years, Sara has done incredible work as a researcher and with the ACT for Youth Evaluation Team and beloved mentor for the ACT Youth Network. Through her skill and humor, Sara has been able to connect with providers by helping them navigate the world of evaluation, tablets, surveys and everyone’s favorite…ORS. In addition to her own family, Sara has been an integral part of our family here at Cornell. Her dedication to the work, her commitment to reproductive justice and her endearing personality make her one-of-a-kind.
Sara, your work with Cornell, in general, and the ACT Team, specifically, has been invaluable. Planned Parenthood’s gain is our loss, but we are beyond excited for as you embark on this new endeavor. We will miss you tremendously!