Campus Youth Violence Prevention Program Anti-Violence Program for colleges/ Campus/ Universities) “There are only two ways left in the world: the way of force and the way of understanding. We have tried the way of forces and have seen it destroy much of the world.” ---Said at the end of World War One

“Unless Man destroys war, War will destroy Man” -Said at the end of World War Two Rationale: Youth is known for its characteristic exuberance of energy, pugnacity, the will to fight and surmount difficulties and to take bold initiatives. It is the period of life when man's zest and enthusiasm, are in great ferment, and man has active and vigorous co-operation of innovation, ingenuity and his inventive tendencies are at their crest. It is during this period that man can learn new arts, languages and sciences because his faculties of memory and learning capacity are now at their best. Most inventions, explorations, discoveries, adventures and high attainments in almost all fields of knowledge and effort have been made during this period. This period of man's life is of utmost significance because it is characterized by the spirit of responsibility and maturity thus making lasting contribution by facing toughest problems of life and find keys to their solutions.

Youths are the strength of a nation. As a human body is supported by its spine, so are the youth the support of the body politic. They are considered the real backbone of any institution because of their stamina and vigor. The activity, the vitality, the enthusiasm, the zeal, the verve of an institution, or society, or nation come mainly from its youth who have the capacity to work, to fight hard against difficulties to pluck up courage and face problems boldly and to act with and undaunted spirit in the face of grave dangers and critical situations. But if the youth of a country become corrupt or have a slave mentality or lose their character, discipline, self-respect or love for the motherland, then, the nation is certainly heading towards a grave peril, for the very youth will pull down the structure which once they supported and will destroy the valuable heritage which their forefathers lovingly bequeathed them. Given the faculties of the mind and the high reservoir of energy, man can use his or her period of youth either to discover new pastures of prosperity or to wreck the ship of his life on the rocks of vile habits. There is ample evidence which proves that youths have not been able to put their potentialities and energies to the best and the most appropriate objectives. Instead, youths have used their capabilities to achieve short-term gains. Also, history reveals that over the past two and half thousand years, the able bodied youth have, in tens of millions been enlisted to wage bloody wars. No doubt, the youths are called upon to serve the security of the country in the military and police force. There were times when youths have protected their motherland against aggressors so as to manifest sense of patriotism, spirit of sacrifice and their courage. Wouldn't it have been better if their valuable human energy had been utilized toward creating such moral and socio-economic conditions that wars could have been banished and national rivalries and animosities ended so that there was no longer any fear from a neighboring country or insurgency from within? Youths, today, are called upon to develop a spirit of service and constructive attitude by volunteering to donate blood, dig canals and construct roads in remote areas. These acts are no doubt service to a section of mankind. What if the youths take up the work of paving the path for their life with purity, peace, honesty, integrity, sincerity and sympathy, they will be taking great steps towards building a clean and new society. They would be working as great and worthy instruments of social change, moral transformation, economic transformation and spiritual creativity. "What a noble spirit would be if they have such moral strength that they are prepared even to shed their blood for high principles and values?" "What a great service to their nation it would be if they make a firm resolve that would never cooperate with those who suck the blood of the poor labor and who, in order to fill their coffers with coins, observe no scruples and no sacred principles!" "What a brave act on their part it would be never to think of doing a wicked act of shedding another's blood!" (Excerpts from The Brahma Kumaris Ishworiya Viswha Vidhyalaya- ) The youth have that strong will and stamina which empowers them to accept new challenges. Once a youth has sworn to win, he will face all odds and obstacles and make all sincere efforts to keep to his promises or commitment or sworn goal. The youth will be doing a real service by helping to create a new society of goodness and happiness by accepting the challenges of evil force. These days, the youths are fond of entering into the field of politics (as Aristotle said," man is a political animal."), then let him participate in politics of a kind that really wins the hearts of the masses. Politics, it must be understood, is, in truth, not the name of a dirty game. It is the name to be given to the art of government and to statecraft. One who is prepared to accept the gauntlets, let him enter politics, but before he starts politicking let him first learn the art of ruling over the self. Let him first govern his own organs and his mind and maintain his mind in a steady state; how dare he claim to be a statesman and what noble sentiment prompts him to take up politics and aspire to enter the arena of the art of government? And, if one is already in politics, let him clean the Aegean stables. Responsibility of Youth in Establishing Peace and Harmony Change is inevitable. It is a process, which no one can totally stop. Change is a fundamental law of nature and it is inherent in the very nature of things, and even before we can change our environment, society or country, the change must begin from us, each individual. We are at the beginning of the New Millennium welcoming us with new innovations, new possibilities. In order to be able to act on those promises, each individual must be totally NEW-new in the sense of a new awareness and consciousness. Clearly, a new beginning has to be made. The situation has changed because the knowledge and the practices have changed. Regardless of one's age, everything is showing up as new. What is old has, in fact, to be shed off because, otherwise, it will not allow totally new set up tot take place. This old and rotten world which has the stink of casteism, the slush of communalism, the muck of racism, the darkness of materialism, the dingy pits of atheism, the false pride of wavering wealth or empty scholasticism, the crookedness of mind, utter selfishness in behavior, the hypocrisy in manners and the fits of violence in thoughts, speech or actions and many kinds of syndromes that signify moral turpitude and spiritual bankruptcy has to be left behind. ((Excerpts from The Brahma Kumaris Ishworiya Viswha Vidhyalaya- ) Responsibility of the Youth Up to now, the youth have totally or mainly depended on what the old people decided for them. It is the old people who have been formulating the plans, deciding the policies and setting the goals for the future of the youth and all others, and they have been merely implementing them or been making efforts to fulfill those goals. The youths have a very little say in the process of deciding their future as they were considered immature and inexperienced. The first responsibility of the youth would be to learn new lessons of how to establish loving relationships, liberate them from all forms of selfishness and distinctions of caste, class, religion, etc., and cultivate, in themselves, such values as should root out corruption, nepotism, drug-addiction, hatred, violence, etc., and, in their place, establish, sense of human dignity, cooperation etc. Then current scenario of the majority of youths in Nepal is one that of indiscipline, violence, aggression, destruction of property, and disobedience to their parents, teachers and are taking to drugs and fornication. We assert that this is a common image of the youth of the old world order. This poor and negative image has to be totally erased and a new image of youth has to be re-built-youths who are energetic, and yet self-controlled and disciplined, physically well-built and strong and yet constructive and peaceful. The youth will have to realize that the nation has high hopes in them. Their primary responsibility is to expand their consciousness or awareness and work day and night to create love, friendship and harmony. Never will they dream of communal riots, a regional violence or acts of arson and destruction. Instead, they will know and realize that the self cultivate great spiritual values and practice deep meditations so that there is perfect harmony in their own mind, their family and in the whole society. This is challenging, difficult but not impossible. The youth have far too long been used in warfare and as brute force for demonstrations and strikes and such other acts of disharmony by various vested interests, but now they will not allow themselves to be used for acts of violence, rifts, and hatred. Instead, they will work for creating harmony and for friendship and for co-operation in constructive activities so as to re-construct a NEW Nepal. In the 21st Century, the most essential and lasting skill that will be required is continuous learning programs that will enhance their inherent leadership potential. Leaders are people who will shape the future of mankind. The Campus Youth Violence Prevention Program (CYVPP) provides an opportunity for campus students, teachers, educators, parents and community leaders who are committed to ending violence and aggressions in our educational institutions. There is no denying that the subject matter is difficult and highly emotional, especially for people whose lives have been directly affected by violence based on discrimination of sex, creed, color, ethnicity, hate or bias crimes. The CYVPP’s goal is to provide leadership and experience that leaves all those concerned with a feeling of hope that violence of any kind can be reduced, if not, eliminated totally. We reaffirm our belief that our program will accomplish this goal and will result in greater awareness about violence and aggressions in our campuses/colleges and universities and how we can come together to support victims and prevent these crimes. Statement of Purpose Current violence policies in our educational institutions are not only inadequate but also ineffective, inaccessible, and often further traumatizes survivors of violence. By maintaining policies that provide insufficient prevention efforts, unendorsed and poorly executed disciplinary procedures, and inadequate psychological counseling, colleges create an on-campus atmosphere that condones violence and silences survivors. We Believe: • That every college violence should include effective reporting mechanisms, fair disciplinary procedures, meaningful prevention efforts, and short and long-term crisis and counseling services for survivors.

• That all services and prevention programs should be available, accessible, and relevant to the many communities present on college campuses. Gender, race, sexual identity, ethnicity, and class affect access to services and support, and the perception and treatment of survivors. Too often, colleges ignore the needs of marginalized groups, making it more likely that members of these groups will be vulnerable to violence, and less likely that they will find adequate services in the wake of such attacks. In addition, colleges ignore the needs of the communities within which they exist, focusing only on students and dodging responsibility to those who live around them. Anti-violence prevention policies must address these inequalities and even in cases where any change is being proposed within the framework of existing policies.

• That those with authority over others will not change their behavior unless they are challenged with a power that equals their own. We believe that organizers should actively challenge those in power with the assumption that when policies are flawed, the individuals responsible for those policies should be held accountable for their actions. To this end, we support tactics up to and including acts of nonviolent civil disobedience. • That all oppressions are inextricably linked. Violence, especially sexual assaults affects every member of a community, and effective anti-violence organizing challenges every aspect of patriarchy, including racism, sexism, homophobia, classism, and all forms of oppression. Anti-violence organizing has often excluded the interests of poor people, people of color, people with disabilities, and other marginalized groups, and we are committed to building an anti-violence movement that represents everyone. To this end, all CYVPP training events and publications for students include anti-oppression training that by providing student leaders with the support and guidance they need to change the nature of responses to sexual violence within their communities, we can begin to build a larger movement across the campuses and colleges and universities that will have widespread effects on the perception and response to violence on the campus premises and more so sexual violence on a societal level. By changing attitudes and institutions on a community level, we believe that CYVPP can change society. National Institute for Leadership Development (NILD) Our proposal: We would like to propose this Campus Youth violence Prevention Program (CYVPP) be a partnership program between higher education educators, researchers and K-12 educators, guidance counselors, administrators, law enforcement, and public servants in the legal sector (e.g., District Attorney's Office). The ultimate purpose of such a partnership is to: • Educate K-12 faculty, guidance counselors, and administrators about the causes of aggression behavior in children; • Disseminate current research findings in that area in a speedy and comprehensive manner; and • Provide K-12 faculty and personnel, and law enforcement, with the knowledge and understanding to cope with aggression in the schools, colleges, universities including conflict-resolution, anger management, and behavior techniques. .We must be willing to learn and benefit from the research, findings and insights of world class eminent psychologist like Elizabeth K. Englander, Ph.D who is the Chair and Associate Professor, Department of Psychology at the Bridgewater State College in MA, U.S.A. Prof. Elizabeth has shared the following insights based on her research findings: • There exist avenues whereby current and up-to-date research findings are disseminated to professionals in K-12 education. Research findings are typically published in peer-reviewed journals, which are available through library services, and many researchers, including herself, published comprehensive books aimed at educating professionals about the causes and behaviors associated with aggression and violence. Despite such opportunities, knowledge frequently takes too long to filter down to the applied professionals who can use it in the classroom. • School violence is an important safety, and an important emotional, issue for school personnel, faculty, administrators, guidance counselors, and parents. On the one hand, the public is continually reassured that schools remain among the safest of institutions - statistically (Agron, 2002). On the other hand, most adults (and children) do not feel safer in schools today than they did a decade ago. • While much research has been done on the improvement of academic learning, there is somewhat less focus on problems in social and emotional development in Teacher training courses, despite the fact that such knowledge can be critical in maintaining a positive learning environment (Kuntz, 2000). • It is true that the violent crime arrest rate for youths under 15 years old peaked in 1994 and has been declining since then (Englander, 2002). Still, a dramatic increase in this arrest rate occurred between 1988 and 1994, after which the arrest rate declined (although not to pre-1980 levels). This increase coincided with a general crime wave in the United States during the late 1980s. In the 1990s, students shooting multiple victims in suburban and rural school districts caused enormous alarm and dismay (Englander, 2001). In Great Britain, school violence has become a serious threat; one study found that one in four teachers reported having been threatened by a student (Times Educational Supplement, 2001). These factors have contributed to a general sense of unease in public schools today. • Academics in higher education, researchers in law enforcement, and K-12 educators publish hundreds of articles yearly addressing the causes of childhood aggression and the best ways to teachers and administrators in public schools to cope with such aggression. Unfortunately these fields tend to be disparate and generally do not share information. One result is that some studies have found that teachers aren't getting enough training and support to help them cope with behavior problems in public school (Kuntz, 2000). Teacher training often seems to lack explicit curriculum in strategic coping with student misbehavior, despite the fact that this is clearly a critical issue in maintaining an effective learning environment within the classroom (Kuntz, 2000). One recent survey of teachers in the U.S. found that they believed that did not have any training that enabled them to understand and cope with the aggressive behavior problems they were seeing in schools today (Wong, 2000). • Several studies have examined whether there are "trainable" areas of teacher education that can affect their ability to understand and cope with student aggression. One recent study of more than 100 teachers in elementary and middle schools examined the impact of training teachers on what areas of the school are their "purview." It found that when teachers regard the entire school as their purview they are significantly more likely to feel comfortable intervening and settling issues around student aggression. • Another study of 82 females and 34 males in a teachers ' college in Canada found that attitudes and knowledge levels about student aggression could significantly impact the ability of teachers to intervene effectively in student aggression. • This study administered a series of questionnaires to prospective teachers and found that teaching teachers about the causes and consequences of aggression in students greatly increased their empathy for victims and aggressors, which in turn increased their willingness to intervene in episodes of aggression. Likewise, when prospective teachers are training about understanding what constitutes an important or serious act of violence, their self-confidence in their ability to intervene rises significantly (Craig, Henderson, & Murphy, 2000). • Finally, a study of current teachers also found that while they often witness acts of aggression, they feel uncertain about what acts are "serious" and when they are given additional training focusing on identifying important types of violence they feel much more comfortable intervening (Kikkawa, 1987). • Other countries, and some areas of the U.S., have piloted programs similar to the one Dr. Elizabeth is proposing to initiate at Bridgewater State College. In Seville, Spain, a project entitled Seville Against School Violence has launched collaboration between university faculty and public school teachers, seeking to form a Task Force to help train teachers in learning about the causes of violence and aggression and building a support system to help teachers cope with such behavior (Kuntz, 2000). • In England, the National Association of Schoolmasters, drawing on research done by higher education faculty, has issued guidelines for teachers in dealing with aggression in the schools (Bloom, 2002). In some areas of the U.S., teachers and administrators who have received training have expressed the attitude that it is useful to understand the causes of violence in children because it enables them to identify and detect violence-prone children (Curriculum Review, 2000). For all these reasons, Dr. Elizabeth is proposing that Bridgewater State College host a one-day intensive Workshop, aimed at K-12 faculty, guidance counselors, special education teachers, and administrators. This Workshop, which will feature information from a Partnership between Higher Education, Law Enforcement, K-12 Educators, and the District Attorney's Office, will aim to provide K-12 personnel with the knowledge and resources to address one of the more pressing problems in public education today: violence and aggression at many K-12 public schools. Bibliography: Agron, J. (2002). A New Reality. American School & University, February 1, 2002. Englander, Elizabeth Kandel (2002). Understanding Violence (2nd edition). Lawrence Erlbaum Publishers, Inc. Englander, Elizabeth Kandel (2001). School shootings are More Common As School Year Progresses. Unpublished manuscript. Massey, Joanna (2002). Researcher sees spring stress as factor in school violence. Boston Sunday Globe (5/9/2002). Last Modified: January 14, 2005 Vision Our vision is to end all types of violence and aggressions in the lives of college/campus/university going students and faculty. Mission It is the mission of the Campus Youth Violence Prevention Program (CYVPP) to provide information, support, referrals, advocacy and other services to survivors of violence and aggressions including corporal punishment, bullying, eve teasing, sexual harassments and possible assaults, HIV/AIDS, substance and drug abuse, bullying, gang fights including electoral conflicts (political) and bias crimes, focusing these services within the campus/college/university premises and also educate the community at large through training and outreach programs. Values • Respect recognition of the individual’s dignity, • a non-judgmental approach to service delivery, • respecting the decisions and personal conditions of the student (s) • Safety providing a confidential “haven” from all types of abuse. • Confidentiality respecting the privacy of the student (s) through maintaining confidential communication.
• Equality and equal access to services.
• Diversity in representative of the community we serve.
With expertise gained through the collective real-life experience of numerous seasoned campus activists, CYVPP gives students the tools they need to reduce eve teasing, sexual harassments, possible sexual assaults, HIV/AIDS, substance and chemical abuses, bullying, gang fights, electoral conflicts etc., by providing student activists with step-by-step guidance in proven strategies for success. CYVPP allows students to counter the formidable forces aligned against them, and help formulate and implement policies that prevent all kinds of violence on the campus premises. Building a Progressive Future The skills that students learn in CYVPP workshops are not lost upon graduation. Studies of social movements show that college activists are likely to remain politically engaged throughout their lives. Armed with CYVPP's strong leadership training and the hands-on experience they have developed as leaders within their communities, participants in CYVPP-led movements leave college ready to make positive changes that will reach far beyond their campuses. Self Management & Leadership (SML) Training to Prevent Violence in Campus/Colleges/University Session: 1 8:00-9:30 A.M Session: 2 9:30-11:00 11:00-11:15 Recess Session: 3 11:15-12:30 12:30-1:30 Lunch Recess Session: 4 1:30-3:30 3:30-4:00 Recess/Coffee Session: 5 4:00-6:00 Day One Opening Exercises Expectations Objectives Course Overview Ground Rules/Agreements Knowing Yourself (Interactions) Who am I? Why am I Here? Body-Mind-Spirit What is life? -Purpose vs. goal of life Life by Design. -Vision, -Mission, Culture & Values What is reality? Choosing to live the life you truly love? What is love? (Interactions) Reinventing Love. -Is love a feeling? -love and relationships -Intimacy -Romantic love -Falling in love vs. Being in love -Is sex love? -Fights in love -Friendship: Foundations of love -‘I’m not lovable: Roots of all Problems.’ Personal Dynamics: What is success Personal SWOT Analysis Self-Awareness & Evaluation: Why we are the way we are? -Self-image psychology -Methods of changing your self-image Self-Evaluation Work Sheets (Exercises) -General -Social development -Physical development -Mental development -Family development -Spiritual development -Financial development Goal Setting: (Exercises) -The benefits of Goal Setting -Your Goals Program -Defining the Goal -Planning Achievement -Creating the Desire -Keeping the process alive -Types of Goals -Goal Setting Principles -Goal setting exercise Personal Planning: -What is Planning -Why Planning? -Put your Plan in Writing -Act on the Plan -Monitor the Plan and Evaluate Progress Day Two Session: 1 8:00-8:45 A.M Session: 2 8:45-10:45 Session: 3 11:00-12:00 Session: 4 1:00-2:00-3:00 Session: 5 3:30-6:00 (Group Exercises) Understanding Leadership: -What is leadership? -What do leaders do? -What are the attributes of leadership? -Are leaders born or made? -your leadership role model -Myths about leadership (Group Exercises) -Group Discussions/ Report Writing/Sharing -Group Leaders Report/Interactions/Sharing Course Leader’s Input (Exercises: Work Sheets) Knowledge, Skills & Attitudes -Leader’s Self-assessment Questionnaire -Discovering your Leadership Style -Leader’s Behavior ( Exercise Work Sheets) -Personality traits (Self-Evaluation) -Personality traits (Peer Evaluation) -The Right Style, The Right Person at the Right Time -Working With People (Exercises: Review/ Reflection) -Objectives -Achievement Motivation Quiz What is Motivation? -When to Motivate? -Factors that motivate people -Needs and Motivation Techniques What followers look for in their Leaders. Day Three The Challenging Teen Years Ahead: To identify some of the challenges and changes of the early adolescent years. Objectives: The student will: -Identify some of the normal physical, intellectual, social and emotional changes of early adolescence. -Identify questions and concerns students might have about the early teen years. Worksheet: A Time of Changes Making Sense of Adolescence: To discuss issues and concerns of the teen years. Objectives: The students will: -Compare and contrast others’ early adolescent experiences with his or her own expectations of adolescence. -Talk with adults and high school/college students about issues and concerns about adolescence. Work sheet: What’s Ahead? Skills To Build On: To identify social and problem-solving skills needed to become a capable person. Objectives: The student will: -Identify social and problem-solving skill -Explain how these skills can be especially helpful during early adolescence. -Develop a personal plan for improving his her own skills Worksheet: Skills To Build On The Challenges of Changes: To explore the concerns of young people in the context of a short story “The Champion Shooter.” Objectives: The student will: -Compare situations in a short story with typical situations adolescents face. -State reasons for learning how to cope with the changes of early adolescence. Positive Values: Guideposts For Living To explore the role of positive values in guiding our lives. Objectives: The student will: -Identify important source of positive values. -Name and define the nine positive values that form the basis of Skills for Adolescence. -Describe ways people demonstrate these positive values. Building Self-Confidence And Communication Skills: To learn more about self-confidence And the way it can be strengthened. Objectives: The student will: -Define self-confidence -Describe three components of Self-confidence. -Identify some of his or her skills and abilities. Learning Effective Listening: To learn and practice applying Effective listening techniques. -Keys to Listening: Information sheet -Looking at Listening Worksheet You Can Do it If You Think You Can!-Article by Rick Little O explore the way to build self- Confidence described in the article. The student will: -Identify concepts from the session that are included in the article. -Describe ways that helping others builds self-confidence. Growing In Responsibility Stepping p to Good Decisions Stepping Forward with Self-Confidence Day Four Understanding & Recognizing Violence-its consequences-physical, social, emotional and psychological. (Group Exercises) -What is violence? -Effects of violent activities. -Sources of violence -Addressing violence and aggression issues on the campus: by educators, teachers, parents, community leaders and law enforcement agencies. -Formulating policies to prevent anti-violence activities on the campus and strictly enforcing. Hostility and Aggression -Biological bases of aggression -Origins and forms of aggression -The effect of culture on aggression and violence -Institutionalized and personalized forms of aggression. -Prejudices and Inter group hostility (Group Exercises) To discuss, learn, and share views on how to prevent/ reduce anti-violence through effective and strong policies) -Bullying -Eve Teasing -Sexual Harassments -Physical Assaults -Molestations, Rape -Gang fights -Hate and bias crimes against different ethnic and marginalized groups -Teacher-student aggression -Campus electoral conflicts -Ragging fresher. -Stigma and the justification of aggression -Aggression in a “just world.” -Prejudice, hostility and aggression as normal behavior. -Inter group conflict. The essence of Psychological Counseling Services on the campus to support the academic goals of the College through assisting students with personal challenges that interfere with their academic progress. To encourage students to attend to all of their developmental needs, whether they be academic, personal, physical, interpersonal, social, or spiritual. Toward this end, the Campus authorities provide an environment that is safe, confidential, and supportive. -The management and Control of Aggression. -Aggression and social Learning -Social Norms and Control of Aggression The Role of Student Facilitators in CYVPP: Undergraduate and graduate students in the fields of Psychology, Sociology, Education, Social Work, and related areas of study, can apply to become Student Facilitators and Associates in CYVPP. Students can become involved in research, presenting curriculum, and all the other activities of the Program. Students who wish to become facilitators working in schools are trained by CYVPP. They can be scheduled to deliver presentations to elementary students, middle school students, high school and college/university students. Facilitators are particularly important in Middle and High Schools, where they can help motivate students to begin changing the culture of their own schools. Presentation to Parents and Community regarding the anti-violence prevention activities in their child’s schools. Also through Press and Media Releases, the community is immediately informed about the violence or crime that took place and your strong response towards it. Day Five Sexual and Reproductive Health and Rights for Youths: Discovering your inherent ability to lead a healthy sexual life free from HIV/AIDS. -Youth as a phase in human development -Sexuality from a sociological perspective -Adolescent Sexuality -Gender in health perspective -Sexuality education methods and training of trainers -Information and advocacy, international agreements, national laws, culture and religion. -Youth Friendly Services -Teenage Gynecology -Sexually Transmitted infections (HIV/STD) -Contraception especially condom promotion -Abortion -Sexual Violence -Female genital mutilation (FGM) ‘Safe Sex is No Sex.’ -Statement of the Problem -A Wake-Up Call! -Problem Identification: “Deep down the basic problem, not only in sex, but in general, is that people don’t feel lovable.” -All the problems arise from wrong belief about the real identity of the self. Possible solution: Transcending sex through conscious understanding and Sadhana (Meditation) -What is this sex energy? (This session is based upon my personal study, research, self-experimentation and insights upon the teaching of my Master Osho-The Enlightened Mystic). DaySix Youth Movement for Democracy & Peace: (Lectures by Experts on the subjects and will also lead the panel discussion.) What does ‘democracy’ mean to young people today? What will it mean to future generations? What changes do we want to see in our communities? In the world? What kind of movement do we want to build in Nepal? Education for Democracy: Where do we learn to be democratic? Today’s citizens will have to learn to make decisions from their network of relationships. The youth will have to play the role in creating the educated and engaged citizens .The discussion will touch issues like citizenship, promoting culture of peace and non-violence, human rights awareness, and widening access to quality education. Confronting Corruption as an Obstacle to Democracy: Every political system suffers from the problem of corruption at some level. How can youth-often raised in cultures where corruption is just accepted as an inevitable feature of government –be a force for greater transparency and accountability in their governments? The idea is to look at examples of successful youth anti-corruption campaigns and consider and consider how to move beyond simply exposing corruption to creating new culture and institutions of non-corruption. Direct, Representative and Inclusive Democracy: Models of decision-making Though the current trend of the world is towards direct and representative democracy featured by participatory budgeting and state initiatives, in the context of countries like Nepal, the emerging belief and voice is towards an inclusive democracy where those who have been marginalized from the main stream of socio-economic development and political mainstream are included in the decision making process. Intergenerational Dialogue and a Youth Movement Retrospective: To know where our movements stand today, it will help if we examined the history of early youth movements. We will also ask: Are youth apathetic? Why? Do increasing number of youths express frustration or disenchantment with democracy? Why? How can we, as youth, make democracy work for us? What could possibly happen if intergenerational dialogues fail to occur? What is the value of intergenerational alliance? Democracy, Media and Technology: The democrats have innovatively used the different communication technologies to strengthen their movements. Today, the internet offers exciting new possibilities for distributing information and building communities instantly, globally, and at a relatively low cost. The effects of unequal technology access affect a nation’s democratic movement. We will observe how the young people will use the modern technology to the network of international solidarity. Democracy, Global Decision-Making, and Youth: Nations with the strongest economies hold the most bargaining power in international forums and agreements. Multilateral trade bodies have more power than equivalent bodies of social purpose. How do existing institutions succeed or fail at creating global dialogues and drastically addressing global issues? Day Seven Living Healthy And Drug-Free: What You Should Know: -Adolescents/ Youths are at risk for drug use -Adolescents Drug use has serious consequences -Adolescents Drug use can be prevented -Skills for Adolescence: Effective Prevention Programming -Students Gain Knowledge and Skills -Teachers Have a Challenging Role -Families, Schools and community Working Together (Group Exercises) Becoming More Aware of the Damage Drugs Can Do: -To look at the ways the body works to keep us healthy and to understand the importance of growing up drug-free. -To know the way drugs use can keep us from reaching our goals in life. -To learn the effects of alcohol on the body and on behavior. -To learn and identify the harmful substances found in tobacco and the short-term and long-term health hazards of smoking and chewing tobacco. (Group Exercises) What the ADS (Advertisements) Don’t Tell You: -To analyze alcohol and tobacco ads and counter these pro-drug message with facts. -To explain the purpose of advertising. -Identify common advertising techniques. -Rewrite advertising messages to include facts about the effects of using alcohol and tobacco. (Group Exercises) How To Avoid Troubles: -To identify situations that might involve drugs. -Name external and internal pressures that might influence drug use. -Practice using the ASK process to identify and avoid situations that may involve drugs and to suggest drug-free activities. A=Ask Questions S= Say “No” to negative pressure K=Know positive options (Group Exercises) Marijuana: The Drug That Starts It All and Hangs On -To understand how using marijuana can harm the lives of young people. The Student will: -Identify harmful substances found in marijuana. -Describe the effects of marijuana on the body and behavior. -State reasons why no one should use marijuana. What Have You Learned? Exercises: Work Sheets: WHAT DO YOU KNOW About Drugs and Their Effects. Day Eight Managing Emotions In Positive Ways: (Group Exercises) Naming That Feeling -To identify a broad range of common emotions. Objectives: -Define emotion -Identify a range of emotions in various categories. -Explain why experiencing a range of emotions is normal. Exploring Emotions -To explore the range of emotions people may have in response to the same situation. Objectives: -Recognize that certain emotions can be triggered by external events. -Describe various emotions different people might experience in response to the same event. The Drop In The Bucket (Group Exercises) -To become aware of how we may affect others’ emotions-and how others may affect our emotions. Objectives: -Identify ways emotions are affected by external influence. -Describe how external events can influence self-confidence. Handouts: A Drop in the Bucket Resource Sheet. Write your own bucket Story The Pits and The Peaks To learn how to turn negative thoughts and emotions into positive challenges. Objectives: -Describe how thoughts affect emotions and emotions affect behavior. -Identify ways of changing negative thoughts into positive challenges. -Practice making positive responses to potentially negative experiences. ( Group Exercises) Communicating With “What, Why, and How” Messages: -To learn constructive ways to express emotions to peers. Objectives: -Explain why it’s important to tell others how we feel. -Practice using “What, Why, and How” messages to communicate strong emotions such as anger or frustration into positive appropriate way. Managing Emotions: -To further explore ways to manage our emotions. Objectives: -Identify concepts from this session that are included in an article. -Explain ways that managing our emotions can affect our physical health. (Group Exercises) Accepting Emotions: Handouts: Story: “Home Coming” -To discuss how a character in the story “Home coming” handles his emotions. Objectives: -Answer factual and interpretive questions about the story. -Explain why it’s important to deal with our emotions constructively. (Group Exercises) Improving Peer Relationships: To explore friendship and identify the qualities of a friend. Objectives: -Identify the characteristics of a friend and “not a friend.” -identify qualities he or she brings to a friendship. -share qualities he or she brings to a friendship Friendship: Pro-File and Con-File: -To examine positive and negative reasons for friendship and to learn ways to change or leave negative relationships. Friendship: It Takes Two -To discuss ways to strengthen friendships and resist negative pressure. Building Bridges, Not Walls: Handling Conflict in Friendships -To learn and practice a constructive way to handle conflict in friendships. Objectives: -Explain why conflict is inevitable in friendships. -Describe the steps in the SOLVED approach. -Practice using the SOLVED approach to resolve a conflict. Friendships: Grow and Change -Identify reasons why friendships change. Day Nine Strengthening Family Relationships: The Family Connection To explore the needs families meet and the ways they meet these needs. Objectives: -Define family -Identify needs met by families and by family members. -Recognize the diversity of family patterns. It Starts With The Family -The Family Teaches Values -The Importance of Family Traditions -The Need For Limits Topics Youths will Probably Face with their Parents: -Dating -Curfew -Grades at College/School -Friends -Family chores -Clothes & Appearance -Music -Pocket money -Movies and TV -Family Activities -Jobs -Alcohol and Drugs -Teenage Sexuality Dealing With Conflict: -Solving Problems Together-Steps Allowing for Consequences: To become responsible young people need to learn to think before they act—to make the connection between their decisions and the consequences to follow Teacher Troubles : Teachers and parents share a common purpose of wanting a child to succeed. How can parents listen in a way that truly supports their young person to develop positive attitudes towards the school and authorities? Expectations: Hopes & Dreams Early adolescence is a time when parents can appreciate their children as unique and separate beings. Parents who do help their children flourish in their own unique and special way. How Can You Tell if Your Friend is using Drugs? -Changes in Physical Appearance -Changes in Sleeping and Eating Habits -Changes in Behavior and Personality -Changes in School or Job Performance -Physical Evidence of Drug Use -Changes in Friends and Interests -Positive Attitudes Towards Drugs and Alcohol (Exercises) Day Ten Stress Management Stress Management Conflict Management Conflict Management Conflict Management Tuitions: NC Rs. 1,700/-per participant. Tea and Snacks included. Number of Participants: 50 Max Timing: 8:30 AM—5:00 PM_____(Separate Group Rates for campus/ colleges)