• Setup

• Setting the stage

• How do we know
  what we know?

• Why people do what
  they do?

• How and why
  people change

• How to share change
  information

• Putting it all
  together

Module 5: How to Share Change Information

5.1.0 - Jeopardy game (20 minutes)

Purpose:

• To review yesterday's modules.

Setup:

• Open Powerpoint Jeopardy Game on Computer. Ensure Jeopardy questions are visible on display screen.
• Create a score chart on another piece of flip chart paper or black board so that one of the facilitators can keep track of the score.

Instructions:

• Create a score chart on another piece of flip chart paper or black board so that one of the facilitators can keep track of the score.
• Divide the group into 3 or 4 teams (depending on the size of your large group, you may already be in small teams).
• Make sure everyone understands the rules of Jeopardy:.
1. The first team to put their hands up gets to answer first.
2. You only get one chance to answer.
3. If your team answers correctly, you get the points that the question is worth.
4. If you answer wrong, you lose the amount of points that that question is worth.
5. Each team only gets one chance to answer each question. If they answer wrong, they can't have a second guess, and the other teams have a chance to put their hands up and answer.

Facilitator Tip: You may want to ask anyone from the group would like to lead the game by asking questions and recording points. This is a good way of sharing leadership opportunities with the group, which helps foster a sense of ownership for the group members.

5.1.1 Facilitated Discussion (Optional Activity - 10 minutes)

Purpose:

• To explore how conversations, both direct and indirect, can influence others.
• To review and begin to apply what we've learned so far about:
1. Sources of influence
2. Values/beliefs/opinions/attitudes
• To review yesterday's modules.

Setup:

Check to make sure that the flip chart papers that were used the previous day for Module 2 are still visible on the wall.

Instructions:

1. Explain to group: Yesterday we learned a lot about critical thinking, where people get their information, and how people form their beliefs, opinions, attitudes, and values, Today we're going to start thinking about how critical thinking can help us use interactions with people to influence their decision-making.
2. Referring back to the flip chart papers from yesterday's activity. Facilitate the following conversation:
• Does anyone remember from yesterday the different sources that influence young people's values, opinions, attitudes, and beliefs?
• Does anyone remember how we defined what a belief is? What about our definition for values? Opinions? Attitudes?
• What are some of the values, attitudes, opinions, and beliefs we have that we know have been influenced by our close friends and peers?
• Looking back at our flip chart papers from yesterday, how many of us said that we accept information from our friends and/or peers as being accurate, reliable, or credible?
• Based on our conversation yesterday, how much would you say young people are influenced by their close friends and peers?
• Do you think young people are influenced by what they hear their friends and peers say in conversation?
• What does all of this tell us about how influential young people like yourselves can use conversation to influence your peers?

Facilitator Tip: The purpose of this discussion is to review what was learned the previous day and to highlight the role that conversation plays in influencing our peers. The influencers may point out that the way young people behave influences their peers, which is true. However, remind them that the purpose of Influence in Action is to see how sharing information through conversation influences people.

5.1.2 - Setting Goals with Fists and Snowballs (Small Groups - 15 minutes)(GRADE 10)

Purpose:

• To begin identifying our goals in having influential conversations about marijuana and or other topics with our peers. This is just the beginning. The group will revisit their goals throughout the day as they learn more about influencing conversations.
• To review the philosophy and intent of this program, which was covered in Module One.

Setup:

Give each participant a few pieces of paper and a pen. Have your flip chart and markers ready to record.

Instructions:

1. Explain to the group: In this activity, we're going to combine two processes to help us decide what our individual and collective goals are for having these conversations with our peers. The first part of the process is called "Snowballing." In this part, think of some goals that you think we should have. Try to keep in mind everything we've learned so far about why people do what they do and critical thinking. When everyone's done, you'll crumple up your papers like snowballs and throw them in the middle. Then, everyone will grab a few snowballs from the middle, and we'll take turns reading out what the papers say. This way, no one has to read their own out loud. Each time a new one is read, we'll take a few minutes to discuss it. We'll use our fists to show how much we each like the idea of having that as a goal. This part of the process is called "Fist to Five," and it's a way of coming to an agreement and ensuring everyone has a say. So to have your say, listen to the goal that's being read. If you love it, you hold up five fingers. If you don't like the idea at all and just can't agree to it, you hold up a fist. If you're kind of on the fence, you can hold up 2, 3, or 4 fingers to show how much you agree or disagree. If anyone holds up less than 3 fingers for an idea, I'll ask you to share your thoughts with the group about why you don't think that should be part of the goal, and we'll discuss as a group to decide if we should reword that goal or just leave it out all together. Whatever goals we decide to keep, I'll record it on the flip chart paper.
2. Give the groups few minutes to think about what they think the goal of these conversations should be and write each idea down on a separate piece of paper. To get them thinking, you can ask questions like:
   • What impact would you like to have on the young people in your school?
   • If this program were successful, would anything be different in your school or in the lives of the students in it?
   • Do you want people to have accurate information about marijuana or other drugs or topics?
   • Do you want them to use critical thinking when they make decisions?
   • Do you want them to change their opinions, beliefs, values, attitudes or behaviour?
   • Do you think they should agree with you?
3. When everyone is done writing their ideas, ask them all to crumple up their papers into 'snowballs' and throw them into the middle of the circle, onto the floor or table. Then, get everyone to grab 2 or 3 snowballs each.
4. Go around the circle, giving each person a chance to read the goals that are written on the papers they have. After each goal is read out loud, take a few minutes to do "Fist-to-Five." You do "Fist-to-Five" by having each person hold up their fingers (or fist) on the count of three. If anyone in the circle holds up 3 or less fingers for a certain goal, ask them to explain why and encourage the rest of the group to discuss. You can ask questions like:
   • Why did you rate this idea as 3 or less?
   • Do you have any questions or concerns about this idea?
   • What does the rest of the group think?
   • Is there another way we can word it to address these concerns or should we just leave it out altogether?
   Each time the group agrees on a goal, record it in their words on the flip chart.

5. Explain to the group: We'll keep these goals visible for the rest of the day, and we can come back to them any time we want to add or change something as we learn more techniques for having influencing conversations.

   Facilitator Tip: It's important for everyone in the group to have a say in this process and for everyone to understand and feel comfortable with the goals that are decided upon.

   It is also important that the goals align with the philosophy and intent of Influence In Action. If the group comes up with goals that are not in line with the philosophy and intent of this project, the facilitator must ask questions and refer back to previous parts of the training to help the group reconsider their ideas and understand that the goal of the conversation is not to change people or make them quit using marijuana. As outlined in the introduction of this manual, the purpose of this program is as follows:

   "Influence in Action is a peer-mediated program designed to encourage informed decision-making by young people about marijuana use. The focus of the program is ensuring that everyone has accurate information to allow for informed decision-making regarding their own marijuana use. The main objective of this program is to provide peer influencers with accurate information and enhanced skills so they: make informed choices themselves are able to reinforce peers who make the decision not to use marijuana, are able to support those who chose to reduce their use, and encourage those peers who chose to use marijuana to do so as safely as possible."

   Facilitator Tip:It may help to point out to the group that although we are capable of influencing others, we are not capable of changing them. Only they can make decisions to change their behaviour. Remember, their behaviour is a result of decisions they make that are based on their current attitudes and beliefs, which have formed throughout their lives as a result of the people and information they have encountered. All we can do is provide new information that may affirm or challenge the beliefs and attitudes they already have. If the information we provide challenges their current beliefs and attitudes, our hope is that the new information we provide will stimulate them to think critically about their decisions and behaviour.

   5.1.3 - A Day in the Life of... (15 minutes)

   Purpose:

   • To identify natural opportunities where direct and indirect conversation can influence others.

   Materials

   • A piece of flip chart paper and some marker
   • Several small pieces of paper and a pen for each group member
   • Flip chart and markers

   Instructions:

   1. Explain that this activity is going to help us visualize the places and times where we might have opportunities to share influential information with people.
   2. Ask them to visualize a typical day at their school. Help them to visualize it by asking questions like the following:
      • How do you get to school?
      • Where do you go first?
      • What do you do?
      • Who do you see?
      • Who do you talk to?
      • Where/when do you have the most conversations with other students?
      • What do they talk usually about?
      As they consider these questions, ask them to draw or write on their paper to show what comes to mind. (This should take less than 5 minutes.)
   3. Ask them to choose the part of their day that is most likely for having natural opportunities to share information about cannabis with their peers. You can help them visualize this by asking questions like:
      • Where might conversations about marijuana come up naturally?
      • Who are the people you might talk to about it?
   4. Ask a few volunteers to take turns depicting to the rest of the group realistic situations. They can use drawing, writing, speaking, acting, etc and ask others in the group to help them depict it if need be.

   Facilitator Note: In these demonstrations, participants are just showing the setting where conversations could come up. Later in this module, they'll do role play to practice how they'll have these conversation. For now, this activity is just about helping the participants visualize where, when, and with whom these conversations may take place.

   5.2.0 - Applying the Four Pillars to Influencing Conversations

   Introduction to Part 2 of the Module

   Objectives

   • To understand the importance of the 4 Pillars to influencing conversations.
   • To review and apply what we've learned so far about critical thinking, decision making, the continuum of use, and the way people change.
   • To sharpen our skills as influencers by identifying techniques and messages for communicating with people who are at various stages of change and decision making.
     
     • Conversations are meant to be natural
     • Some people are not always ready for change
     • Multiple messaging
   • To identify barriers that might come up while having a conversation and discuss ways of responding to these barriers.

   Activity 1 - Group Discussion (15 minutes) (GRADE 10)

   Purpose:

   • To set the stage for applying the 4 Pillars to influential conversations and for strengthening our skills as influencers.

   Materials

   • The flip chart paper where the group's goals for influencing conversations were recorded from
     the previous activity.

   Setup:

   Make sure the group's goals are visible.

   Instructions:

   Step 1 - Explain: So far today, we've reviewed what we learned yesterday about sources of influence and critical thinking. We've also identified our goals for having influencing conversations and the places where these conversations might happen. This next part is going to help you sharpen the influencing skills you already have and learn how to apply the 4 Pillars to our influencing conversations.

   Step 2 - Ask the group: Why do you think the 4 Pillars would be important to having an influencing conversation with someone about a topic like marijuana?

   Step 3 - Explain: The best types of influencing conversations are those that involve the motivations of the person you're talking to.

   Step 4 - Ask the group: Why do you think it's important to focus on the motivations of the person you're talking to?

   Step 5 - Explain: As part of the Influence in Action program, we have our own motivations for having these conversations. Remember the goals we came up with earlier for what we hope to achieve by having influencing conversations with people? Well even though we already have those goals in mind, we have to be careful not to have our minds made up about how these conversations should go or what the result will be. We have to be respectful of the people we're talking to and their motivations. Influencing conversations are about "cooperating and collaborating with the other person because only they can take the actions needed to change their behavior..." Influencing conversations are "intended to evoke their own motivation and resources, based on their goals, values, dreams, and perspectives." It also "involves honouring peoples autonomy..." to make their own choices but they're also about understanding that the choices a person makes are influenced by the sources of influence they've experienced in their lifetime. Influencing conversations should allow people to explore why they are making the choices they are and the possible risks that surround those choices. We do not try to convince or persuade the person to take up our viewpoint, but rather explore their viewpoint, give them information, if it's helpful, and ultimately let them decide for themselves what is their best decision (Hettema, Steele, & Miller, 2005). So as peer influencers, our goal will be to help people be aware of why they are making the decision they are around marijuana use, share accurate information that they can use to make their decisions, and help them move them towards continuing non-use, reducing their use, or toward safer use.

   Step 6: Ask the group if it's okay if you add the italicized part to their list of goals. Encourage any questions, discussions, or concerns about it.

   Step 7: Ask the group if there are any other changes or additions they want to make to the goals at this time.

   Facilitator Note: It's very important to make sure that all group members understand and are comfortable with any changes being made.

   5.2.1 - Respect - R.E.S.P.E.C.T. - Discussion (10 Minutes)

   Purpose:

   • To review the first pillar, Respect.
   • To have fun and be silly.

   Materials

   • A printed copy of the Four Pillars
   • A bag, basket, or box with cheesy poet costume items (i.e. a scarf, a beret, silly glasses, a bow tie, a fake moustache, a garden hat, etc.)

   Setup:

   Have the costume items and copy of the 4 Pillars at the front of the room.

   Instructions:

   1. Ask the group for a volunteer to be the first poet of the day (if no one wants to, one of the facilitators can do it.)
   2. Have the volunteer choose their costume to get into character
   3. Ask them to read the description of respect in their best cheesy poet character

   Definition

   Respect: means respect for people, their idealism, their hope and their capacity to improve the world. Second, respect for the gift that each person carries within. We believe that by creating conditions of respect, we enhance the capacity of people to work together and improve their lives and the lives of others. Respect means respect for diversity and an effort to strive for diversity of people and experiences and expertise in all of what we do. Respect means actively seeking and valuing the gifts and experiences of all those with whom we work and live. Respect means reciprocity - that each person is an equal partner in our work. Respect means youth and adults working collaboratively as equals.

   4. Explain to the group: It sounds cheesy when we read it like this, doesn't it? And some people might think that talking about respect is a little cheesy. But respect is crucial to interacting with people and having conversations with them. In the next activity, we're going to find out what everyone in this group already knows about why respect is so important.
   
   

   Activity 2 - R.E.S.P.E.C.T. What it means to you

   Purpose:

   • To give the group a chance to learn from each other's experiences about the importance of respect to interactions and conversations.

   Materials

   • a copy of R.E.S.P.E.C.T by Aretha Franklin (optional)
   • a sound system to play the song on (optional)
   • a piece of paper and pens for each participant

   Setup:

   Have the costume items and copy of the 4 Pillars at the front of the room.

   Instructions:

   1. Ask the group to think of a time they felt disrespected in a conversation. Encourage them to think of times where the disrespect wasn't necessarily blatant, as in someone calling them a name.
   2. While they're thinking about it, play R.E.S.P.E.C.T.
   3. Ask them to write one or two words on their paper to sum up what it was that made them feel disrespected and one or two words to describe how they felt during or after that conversation.
   4. When everyone's done, stop the music and take a few minutes to let everyone share their words. You can facilitate a discussion on this by asking questions such as:
      • What did the person do that seemed disrespectful?
      • How did it make you feel?
      • Do you think this person was aware that they were being disrespectful?
      • Are disrespectful conversations common in you school?
   5. Now ask the group to think of a conversation where they felt very respected, and on the flip side of their paper, write down one or two words to describe how the person they were talking to showed them respect and how it made them feel during or after the conversation.
   6. While they're thinking and writing, play R.E.S.P.E.C.T.
   7. When everyone's done, stop the music and take a few minutes to let everyone share their words. You can facilitate a discussion on this by asking questions such as:
      • What did the person do to show respect to you?
      • How did it make you feel?
      • Are respectful conversations common in you school?

   5.2.2 - "Respect" Debrief (10 minutes)

   Purpose:

   • To wrap up Respect.

   Activity 3 - Respect Debrief

   1. Explain to the group: Because everyone has different values, beliefs, opinions, and attitudes, we all have biases that might make it easier for us to show respect to some people than to others. As influencers, it's really important for us to be aware of our biases and show respect to everyone we have conversations with, regardless of their personality type, their values, beliefs, attitudes, and opinions, and where they are on the continuum of use or in the stages of change. The next two pillars, Listen and Understand, will help us respect all people that we have conversations with.

   2. To wrap up this activity, facilitate a discussion using questions like:
      • Why is Respect important in having conversations with people who are in the different stages of the change process?
      • What do you think could happen if we don't show genuine respect to the people we're talking to?
      • Can we, as influencers, think critically and respect people at the same time?
      • Will applying critical thinking assist us in understanding someone's values/beliefs/opinions/attitudes towards marijuana?
      • Are we being judgmental when we're trying to understand others' values/beliefs/opinions/attitudes in regards to marijuana use?
      • Is there a difference between thinking critically and being judgmental?

   5.3.0 - Listen: Definition and Active Listening Discussion

   Purpose:

   • To learn techniques that help us listen to others.

   Materials

   • Flip chart and markers
   • OARS Poster

   Setup:

   Have the costume items and copy of the 4 Pillars at the front of the room.

   Instructions:

   1. Repeat the pompous poetry for Listening.

      Definition

      Listen: With respect as our foundation, we listen not just with our ears, but also with our heads, hearts and all our senses. We listen actively, intensely, not just to words, but to silences, to deeds, to experiences. We listen to the spoken word, the written word, the image. We listen to learn, to gather information, to enhance our capacity to give and to receive. We listen to youth as experts, and we gather other information, other voices to ensure diversity. We listen because we are curious, because as people we are constantly growing and changing through the input of others. We listen to truly understand who others are.

   2. Facilitate a discussion on the following topics. One facilitator should record the group's ideas. Discussion questions are in italics.
      • Body language: Some body language shows people that we're listening and some body language makes it seem like we're not listening.
        
        What are some examples of body language that shows we're listening?
        What are some examples of body language that makes it seem like we're not listening?
      • Careful listening. In other words, pay attention and try to really get where the other
        person is coming from.
        
        What are some things that can help us listen carefully to what people are saying?
        What might make it hard for us to listen carefully?
      • OARS: This is an acronym to help us remember techniques for active listening.
        It stands for Open questions, Affirming, Reflecting, and Summarizing.

      Definition - OARS

      Open questions: Questions that cannot be answered with a yes/no can help us get more information from a person. (e.g., What do you mean? Can you tell me more about that?)

      Affirming: A supportive response (e.g., Yes, Mmhmm, nodding).

      Reflecting: Repeating back what the other person has said.

      Summarizing: Putting together a few things the other person has said.

      OARS questions:

      What are some examples of open questions that we can ask to get more information
      from a person?
      Can you think of any affirming comments or gestures that you already use to show
      people you're listening?
      What do you think the difference between reflecting and summarizing is?
      Can you think of any examples to show the difference?

      Facilitators Tip: Refer to OARS visual descriptions.

   5.3.1 - Active Listening Demonstration and Speed Conversations (20 minutes)

   Purpose:

   • For facilitators to demonstrate active listening while talking about cannabis.

   Prepare:

   Decide which facilitator will share a story and which will be the active listener.

   Instructions:

   1. One facilitator says a few sentences with their co-facilitator about a situation they have been in involving marijuana. Two facilitators briefly discuss the situation, during which time one facilitator 1) listens... 2) asks the first facilitator to tell them more... 3) asks an open ended question... 4) uses an affirmation... 5) provides a reflection and... 6) summarizes what the first facilitator has said.

   Speed Conversations

   Purpose:

   • For influencers to practice active listening.

   Materials

   • chairs
   • flip chart papers from previous activity

   Prepare:

   Have the group arrange their chairs into an inner circle and outer circle. The chairs in the outer circle face inward, the chairs in the inner circle face outward, so that the chairs are facing each other.

   Instructions:

   1. Ask everyone to sit in one of the chairs in the circle
   2. Explain that the group will be having a series of 2 minute conversations about marijuana. Everyone chooses a situation that might have come up for themselves or someone they know, or that they could imagine coming up, around marijuana use or another topic where they'd like to be influential. Just like the skit, one person describes the issue, and the other tries to respond using only listening and one of the active listening.
   3. They'll start with the person sitting in front of them. One person in the pair starts by sharing a scenario involving marijuana, while the other partner practices the active listening techniques we just learned. After the 2 minutes is up, the partner who was doing the listening at first now has 2 minutes to share a scenario they can think of, while the other partner practices active listening techniques. After each partner has had a turn, the inner circle rotates to the right, so that everyone has a new partner. Repeat this process until the inner circle has made a full rotation and each person in the inner circle has had a conversation with each person in the outer circle.
   4. Debrief the activity with questions like:
      • What did you notice during these conversations?
      • What worked?
      • What didn't work?
      • How did it feel?

   5.4.0 - Understanding: Definition and Talk and Actions (15 minutes)

   Purpose:

   • To review the third pillar: understand.
   • To have fun and be silly.

   Materials

   • A printed out copy of the Four Pillars (as written in the SC handbook)
   • A bag, basket, or box with cheesy poet costume items (i.e. a scarf, a beret, silly glasses, a bow tie, a fake moustache, a garden hat, etc.)

   Setup:

   Have the costume items and copy of the 4 Pillars at the front of the room.

   Instructions:

   1. Ask the group who'd like to be the third poet of the day (if no one wants to, one of the facilitators can do it).
   2. Have the volunteer choose their costume to get into character.
   3. Ask them to read the description of Understand in their best cheesy poet character.

   Definition

   Understand: To understand is to go beyond listening, to process what we have heard, to reflect upon the new knowledge and gifts given to us. Understanding creates new knowledge, new skills. If we truly understand who others are, and who we are, we can work together as equals, valuing differences and building upon similarities and common goals. We understand the problems each of us faces, and the aspirations each of us has. Understanding creates the conditions for working effectively together.

   Facilitators Tip: Remind the group that as long as we use critical thinking within the context of the 4 pillars, we can work with the individual to make the best decision for their life situation without passing judgment on their beliefs or behaviours. Highlight the difference between commenting on a behaviour versus commenting on a person. Remind the group that they will be receiving further training on practical aspects of applying this knowledge.

   Facilitators Tip: Remind the group that in influencing conversation, we're just try to understand where the other person is coming from. You shouldn't be trying to solve any problem or issue, but rather, try to understand it.

   Activity 2 - Understanding Talk & Actions (optional)

   Purpose:

   • To understand the values/beliefs/attitudes/opinions of people based on what they say.
   • To explore the kinds of behaviour that might result from people holding certain values/beliefs/attitudes/opinions.

   Materials

   • Myths and Facts Sheet

   Setup:

   • Divide the group into smaller groups (ideally 4-5 per group).
   • Cut up the paper with statements so that you can give each group a number of statements to work with. (There are 10 statements on the sheet. So if you have 5 groups of 5, each group gets 2 statements, and so on.)
   • Give each group an extra piece of paper to record their discussion.

   Instructions:

   1. Ask each group to think about what kind of behaviour would most likely result from someone holding each of the beliefs on their paper.
   2. Ask them to record the behaviours that they think would result.
   3. Ask one or two people from each group to report back to the rest of the group by reading out each statement they got and the behaviours they came up with.

   Facilitators Tip: The goal here is to reinforce critical thinking because beliefs can directly have an influence on intentions and behaviour. For example: individuals' values/beliefs/opinions/attitudes about marijuana use may not necessarily be based on facts. We need to think critically about the information we are getting from various sources to determine what is true/false.

   5.4.1 - Understanding: Understanding - Recognizing Change Talk (10 minutes)

   Purpose:

   • To learn how to recognize change talk.
   • To learn about DARN.

   Materials

   • list of statements to read
   • 2 pieces of flip chart paper
   • the flip chart paper that was used yesterday to show the continuum of use

   Setup:

   • Make sure the continuum of use flip chart paper is visible to the group.
   • Label one flip chart paper "Change Talk to Reduce Use" and the other paper "Change Talk to Increase Use.
   • Draw a big plus sign (+) over each flip chart page to divide each page into four sections.
   • On each paper, label the four sections: 1) Desire; 2) A bility; 3) Reason; 4) Need

   Instructions:

   1. Explain to the group: Change talk involves any Desire, Ability, Reason or Need (DARN) to change. Change can mean moving either direction on the continuum of use; it can mean reducing use or increasing use. When someone has a desire to change, they might use words like want, wish, would like to. When someone believes they have ability to change, they might use words like 'I can,' 'I could,' or 'I am able to.' If someone has a reason or a need to change, they might say things like 'I need to,' 'I have to,' or 'it's important for me to...'
   2. Read the following statements and allow the group time to decide which section (Desire, Ability, Reason, or Need) of which flipchart paper (Reduce Use or Increase Use) each statement should go under:
      • "I have to quit smoking weed or my parents are going to send me to boarding school." (Need to reduce use)
      • "I want to see what being high feels like." (Desire to use)
      • "I could quit smoking weed if I wanted to." (Ability to reduce use)
      • "My girlfriend doesn't like being around me when I'm high." (Reason to reduce use)
      • "My girlfriend asked me to buy some weed for this weekend." (Reason to use)
      • "Smoking weed makes me lazy." (Reason to reduce use)
      • "I know where to get weed." (Ability to use)

   5.4.2 - Understanding - Stay the Same Talk (10 minutes) (GRADE 10)

   Purpose:

   • To learn to identify when someone wants to stay where the are on the continuum of use.

   Materials

   • 2 pieces of flip chart paper
   • the flip chart paper that was used yesterday to show the continuum of use

   Setup:

   • Make sure the continuum of use is still visible.
   • Have the blank flipchart paper ready to write on.

   Instructions:

   1. Explain to the group: Just like you tell by what someone says that they might want to change, you can also tell by what people say that they might want to stay the same.
   2. Facilitate a discussion using the following questions:
      • What's something that a non-user might say that would tell you they want to stay the same?
      • What's something that someone who's experimenting with marijuana might say to show that they want to stay the same?
      • What about someone who uses occasionally? What's something they might say to show they want to stay the same?
      • What might a regular user say that shows they want to stay the same?
      • What's something a daily user might say that shows they want to stay the same?

   5.5.1 - Communicate - Definition and Talk and Messages (30 minutes)

   Purpose:

   • To review the fourth pillar: Communicate.
   • To have fun and be silly.

   Materials

   • A printed out copy of the Four Pillars (as written in the SC handbook)
   • A bag, basket, or box with cheesy poet costume items (i.e. a scarf, a beret, silly glasses, a bow tie, a fake moustache, a garden hat, etc.)

   Setup:

   • Have the costume items and copy of the 4 Pillars at the front of the room.

   Instructions:

   1. Ask the group who'd like to be the fourth poet of the day (if no one wants to, one of the facilitators can do it).
   2. Have the volunteer choose their costume to get into character.
   3. Ask them to read the description of Communicate in their best cheesy poet character.

   Communicate: If people really understand each other, then they can communicate. Communication allows for the creation of action plans, which are implemented with practical projects that make a positive difference. With communication, adults and youth can create the relationships with each other to help them achieve their goals.

   Facilitate a group discussion using questions like:

   • What kind of things should we communicate to people in our role as influencers?
   • Do you think that what you, as influential peers, communicate to people can help them achieve their goals?
   • Based on your own experiences and what we've learned in this training so far, what do you think are some effective or good ways of communicating with people when you're trying to influence them in a positive way?

   Facilitator Notes for the Next Activity: The goal of this conversation is to facilitate the group to understand the following points: Short messages can be a good way of sparking a longer, more in-depth conversation, but once you've shared your message and the conversation is rolling, you should focus on finding out more about that person and what motivates them. (Refer back to OARS) When delivering messages based on their own values, beliefs, opinions, or attitudes, they should be extra careful to remain respectful of the person they are talking to so that they don't come across as preachy. If you decide to share a message that's based on a personal view or experience, be sure that it is backed up by some factual information. Multiple messaging is a really important strategy in this program because people often have to hear several of the same messages before anything will 'stick' with someone. Repeating a message on several different occasions, in different ways, helps people absorb the new information. Tie this back to the process of change. As people move through the process of change, they will encounter different opportunities and challenges. The process of change is not a one-way street, people can very easily slip back into old patterns if they are not reminded of the reasons they wanted to change in the first place. Change is hard and requires support. The messages we choose to use will depend on whom we're talking to and where that person fits on the continuum of use and in the stages of change

   Activity 2

   Purpose:

   • For the group to identify what messages they want to communicate with their peers to help them critically think about and make informed decisions that are best for them.

   Materials

   • recipe cards
   • a pen for each person
   • the list of goals that the group came up with earlier in the day
   • Ten pieces of flipchart paper. Each paper has one of the following profiles written on it:
     • A non-user who says they never want to try marijuana
     • A non-user who says they want to see what it feels like to get high
     • An experimental user who's talking about how fun it was when they got high last weekend
     • An experimental user who's talking about how paranoid they felt when they were high last weekend.
     • An irregular user who's talking about how much they love getting high.
     • An irregular user who's talking about how they're friend smokes weed every time they hang out
     • A regular user who says smoking weed helps them write lyrics for their music
     • A daily user who says they're broke because they spent all their money on a bag of weed
     • A daily user who says that they can concentrate better in class when they're high

   Setup:

   • Hang up the ten pieces of flipchart paper on the walls through out the room.

   Instructions:

   1. Explain to the group: Now, we're going to come up with a bunch of messages that you think would be effective ways of sharing accurate information about marijuana with your peers and messages to help them think critically about the decisions and actions they make.

   2. Ask the group to circulate the room, stopping at each piece of flipchart paper to think about what message they would like to give to the person that's described on the paper. Ask them to choose at least five of the ten papers to actually write their message idea on.

      Remind them that messages should be fairly short, but you can come up with messages that are designed to stimulate a longer, more in depth conversation with someone.

      Remind them to think about they goals they set earlier in the day as they're coming up with message ideas.

   3. After 5 minutes or so, bring the group back together to review all the ideas on the papers.
   4. Ask the group which flipchart paper they want to start. Tell them that you'll read through all the ideas on the paper and ask them to let you know if they hear an idea that they like or that concerns them or that they just want to talk about more.
   5. Facilitators can also point out certain ideas for discussion, but it's good to let the group have some time/freedom to point out the ones they're interested in talking about. You can also facilitate discussion on the different ideas by asking questions like:
      • Is this message an opinion, belief, or
      • What do you think your reaction would your reaction be if someone said this to you?
   6. As the group discusses the messages, work to refine each one so that they are all messages that the group and the facilitators are comfortable with.
   7. Have the group members use the recipe cards to write down the messages that they could actually see themselves using.

   Facilitator Tip: Depending on the group, it may take a fair amount of time to come up with messages that everyone is comfortable with. You can remind the group that not everyone has to use every message that is created. They can choose which ones they'll use and which ones they won't.

   5.5.2 - Communicate - Longer Conversations (30 minutes) (GRADE 10)

   Purpose:

   • to learn how to recognize when someone wants to keep talking
   • to learn what to do and say if sharing a message with someone leads to a longer, more in depth conversation
   • to identify the resources available in your school and community that you can tell people about if they need more information or help
   • to review OARS

   Materials

   • Copies of a list of local resources and services available to students
     (get this from the school or community)

   Instructions:

   Facilitate a discussion with questions like:

   • How can you tell if someone's willing or wanting to talk more about the topic?
   • How can you tell if they don't want to keep talking about?
   • What should we do when someone seems like they don't want to talk anymore?
   • What should we do when someone does want to keep talking?
   • Do you remember the OARS acronym from earlier?
     • Open questions - What are some open questions you could use?
       (ie. Why do you want to make this change? If you did decide to make this change, what would you need to do to make it happen? What are the top three reasons for you to do it? How important would you say it was to make the change?)
     • Affirming - Can anyone think of an example of an affirming statement?
     • Reflecting - What about an example of a reflecting statement?
     • Summarizing - And a summarizing statement?
   • How can you present your own opinion and information that may support change while respecting the opinion of others?
   • What do you think could happen if we share information with someone that conflicts with a value, opinion, attitude or belief that has been shaped from another source of influence, such as family, media, school, etc.?
   • Do you think the conversations you have with close friends will be different from conversations with people you don't know very well or at all? Why or why not?
   • Are there any topics or things that you wouldn't be comfortable discussing with people?
   • Are there any situations where you think you might need support from a professional?

   Facilitator Reference Sheet

   5.5.3 - Communicate: Putting it All Together (Storyboards) (20 minutes)

   Purpose:

   • To give group members a chance to individually visualize influencing opportunities.

   Materials

   • Peer Influencer Storyboard
   • Youtube Video: Be Careful Where You Get It
   • Youtube Video: Lay Off For a While
   • Youtube Video: He's Not Worth It

   Setup:

   • Give each group member a story board and make sure they have a pen.

   Instructions:

   Activity 1 - Storyboards

   1. Ask the group members to work individually to come up with a realistic influencing scenario that they could see happening in their school. Tell the group that this can be done in pairs, if preferred.
   2. Explain to the group that we need to make sure that all three groups are covered in the storyboards: non-users, users who want to reduce their use, and users who want to continue their use. Ask for a number of volunteers to cover each category so that there are at least a few storyboards being created for each one. As they work, remind them to consider things like:
      • Where is the conversation taking place?
      • Who is the conversation with? One person? Several people? Close friends? Acquaintences?
      • How does the influencer in the storyboard know that this is an influencing opportunity? What is said or done that lets them know?
      • What does the influencer say?
      • What does the other person/people say in response?
      • Does the influencer share any facts about marijuana?
      • What questions does the influencer ask?
   3. When everyone's done, facilitate a discussion with questions like:
      • Do you think the scenarios you came up with were realistic, i.e., could you imagine having them with friends or peers?
      • Did anyone come up with a scenario that they wouldn't know how to respond to?
   4. Collect the storyboards from the group for the next activity.

   5.5.4 - Communicate: Putting it All Together (Forum Theatre) (20 minutes)

   Purpose:

   • For participants to sharpen their skills through role play.

   Materials

   • Storyboards created by the group members in previous activity
     (from those who are willing to share them)
   • Pens/Pencils

   Setup:

   • Arrange the chairs in a circle or semi-circle for the group to sit while they watch the role plays.

   Activity 2 - Forum Theatre

   Instructions:

   1. Explain to the group: This is our final activity of the day. It's a role-playing activity where we'll have a chance to take on various personaes so that we can practice what not to do and what to do in conversations. We're going to take turns acting out some of the story boards that you came up with, but we'll mix them all up so no one will know whose is whose. For each storyboard, we'll need enough volunteers to play the characters that are in that scenario, and the actors will act out the storyboard in the middle of the circle. First, the actors will play out their scenario as it is written. Then, they replay their scenario a second time, but this time the people in the circle can shout 'freeze!' at any time to stop the actors in the centre. At this point you can either: 1) Replace: take the place of one of the actors to demonstrate something that they would or wouldn't do as an influencer in that situation, 2) Direct: suggest what the actor should do or say next, (these suggestions can be to demonstrate effective influencing or ineffective influencing) 3) Inquire: ask one or both actors to share their inner monologue (i.e. what their character is thinking in that moment such as their motivations, the influences on their decisions, their internal reactions, etc.), and/or 4) Optional: provide feedback (i.e. identifying strategies that are useful, noticing skills, etc.).
   2. Explain: The facilitators will play the role of Joker. The Joker intervenes in moments when the scenario/suggestions start to become too unrealistic (i.e. change is too easy or simple) or to add challenges that complicate the scenario (e.g. 'What you didn't know about this character is that they smoke pot with their parents', or 'this conversation is taking place at a party instead of at school'). Facilitator Note: The Joker's role should remain pretty minimal and only intervene if necessary. The facilitator may model the Joker role for one or two rounds, then pass it on so that other peer influencers can take the role of Joker if they want to (generally this ends up happening anyway as the audience starts to think critically about complex life situations and decisions). Remember that the scenario does not have to be resolved at the end.
   3. For the first round of the role-play, the facilitators should go first, using one of the story boards that has the right number of characters for them to play so set the tone for the activity and to help increase the comfort level for the group to take a risk by volunteering. Encourage the group to call 'freeze' at any time.
   4. Once the facilitators have demonstrated the first round, encourage the group members to volunteer. Remind the group that this is a safe environment for this to occur - no one is going to be perfect! Reinforce that you are asking them to act in this activity and their own viewpoints are not necessarily incorporated with any of the conversations that may be had. These are pretend skits that you are asking them to do, not real life situations (attempt to reinforce that you are asking them to act, take the onus off of them and put it onto you). Hopefully all of the group members will want to try, but it's okay if some are really uncomfortable with the idea. There will be several rounds with different volunteers to ensure everyone has a chance to role-play.
   5. At the end of each round, debrief and ask the 'audience' to provide feedback using questions like:
      • What strategies worked and what strategies didn't work as well?
      • What was each participant's experience like?
      • Was the peer in the scenario a non-user, a user who wanted to reduce, or a user who wanted to continue using?
      • Were the strategies used by the influencer appropriate considering which category their peer was in?
      • Do you think this category of people would be easier or harder to influence? Why?
      • What strategies/words/actions were helpful/detrimental to the conversation?
      • What skills were important in this scenario?
      • How did actors use their influence?
      • What would you take from this example into your own conversations?
      • If they were friends and had additional information about the other person's life, what types of approaches might they be able to use that wouldn't be available to strangers (e.g., knowledge of their friend's values, career goals, ambitions, etc.)?

      Facilitator Note: Use the debriefs after each round to reinforce themes from the other modules, such as:

      • Four Pillars
      • O.A.R.S.
      • D.A.R.N.
      • The stages of change
      • The continuum of use
      • The goals of influencing conversations
      • The importance of using the knowledge you have of your friends to within your discussions (i.e., knowing the values and beliefs, goals and ambitions of your friends)
      • That most conversations will likely be short.
      • The importance of recognizing opportunities for influence.
      • The importance of matching your strategies to where they are on the continuum of use (Group 1 not using- reinforce decision; Group 2 wanting to change- supporting the change, Group 3 continued use- influence for safer use).

      You can ask the participants to keep an eye out for when they see people using techniques they learned in the training.