Slide 1 of 23Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 5: Sexual...

Slide 1 of 23Chapter 1: Foundations of Army JROTC and Getting Involved

Lesson 5: Sexual Harassment/Assault

Unit

Sexual Harassment/AssaultLeadership Theory and Application2

Energizer

Energizer Phase

• View video “In Real Life” Sequence #1

• In teams, list examples of how teams show respect for one another

Form teams of 3-4 cadets each



Unit


Reflection:

• What does it feel like when somebody treats you with disrespect?

• What does respect for others have to do with sexual harassment and assault?

Energizer Phase



Unit


Inquire Phase

Student Learning Activity

Review Student Learning Plan– Why is this important?– What will you learn to do?

– How will you know when you are succeeding?– Knowledge and skills you will learn along the

way.

• Take action to prevent and/or stop sexual harassment and assault



Unit


Inquire Phase



Unit

Sexual Harassment/AssaultLeadership Theory and Application2 How do you

identify Sexual Harassment?

How do you identify Sexual Harassment?

View video “In Real Life” Sequence #2

Inquire Phase

Student Learning Activity #1



Unit


Brainstorm what you know about “Sexual Harassment” , using a Circle Map, based on your own experiences, observations, and

the video scenarios.

Inquire Phase

Student Learning Activity #1 (cont.)




Unit


Reflection:

• What impact can sexual harassment have on the victim?

• Why do you think sexual harassment is often ignored or downplayed?

Inquire Phase



Unit


Sexual Harassment Policy

An example of one school district's sexual harassment policy is the Cedar Rapids (Iowa) Community School District Regulation 064.2, which is printed in the student handbook. It states that "harassment on the basis of a student's race, color, religion, national origin, age, disability, sex, marital status or parental status will not be tolerated in the school district…. Sexual harassment shall include, but not be limited to, unwelcome sexual advances, requests for sexual favors, and other verbal and physical conduct of a sexual nature when such conduct has the purpose or effect of unreasonably interfering with a student's educational opportunities, or creating an intimidating, hostile or

offensive environment."

Does the policy cover

the situations you observed in the video?

Visual #1 Sexual Harassment Policy



Unit



Jigsaw text lesson on Sexual Harassment/Assault orresearch the legal ramifications of sexual harassment on

the Internet using the following Websites:

http://www.apa.org/monitor/oct99/cf9.htmlhttp://www.aauw.org/research/girls_education/hostile.cfm

Gather Phase



Unit



Gather Phase




Unit


In Teams show the personal,

social, physical, and legal

consequences of sexual

harassment on all parties

Gather Phase




Unit


• What are the potential legal consequences for sexual harassment for the offender?

• What are the potential personal, social, and physical consequences of sexual harassment for the victim?

• What is the school’s responsibility in dealing with sexual harassment between students?

Reflection:

Gather Phase



Unit




Process Phase



Unit

Sexual Harassment/AssaultLeadership Theory and Application2Student Learning Activity #5 (cont.)

List the actions that were taken in the video scenarios to stop peer harassment in the first column of the Tree Map.

Process Phase

Post a Tree Map with the following

heading: Peer Harassment..




Unit


• Review the Communication models for support and Confrontation as shown in the “In Real Life” Sequence #4: Laurie’s support of Sara and Derek confronting Sandra

• Display Visual #2 and #3 on next slides



Unit


Visual #2: Supportive Communication

• Listen calmly, asking questions to understand the offending actions and behaviors• Encourage student to confront harasser if it’s another student / peer • If harassment is threatening, intimidating or coming from an adult, encourage student to report it to an appropriate adult in school (offer to accompany them)• Practice / role play with student, giving feedback and allowing them to find his/her own words• Have patience – it may take longer than one practice or role play to build your peer’s confidence and/or find the right words• Follow up with student to make sure the appropriate actions have been taken and the harassment has stopped

Supportive Communication



Unit


Visual #3: Positive Confrontation

• Describe the specific situation and behaviors that offended you (“When you…”)• Describe the impact on you (“I felt…”)• Pause and prepare for response from person you’re confronting, who may be defensive• State the specific behaviors you would prefer from them (“In the future, I would prefer…”)

Positive Confrontation



Unit


Process Phase


• Could their actions have ever been interpreted as sexual harassment, even if that's not their intent? • How you would feel if some one acted this way toward your significant other, boyfriend/girlfriend, mother or father?



Unit


Reflection:

• What role can you play in preventing sexual harassment at your school?

• What advice would you give to a friend who was being sexual harassed?

• What resources are available to assist victims of sexual harassment and assault? What question would you like to ask?

Process Phase



Unit




Process Phase



Unit


• In small groups, conduct 2 role plays, one of Colleen’s friend/s giving her support using the skills of Supportive Communication and another of Jeff’s friend/s confronting him about his behavior toward Colleen, using the skills of Positive Confrontation.

• Discuss each individual’s responsibility to stop sexual harassment, particularly at school. Divide into

teams

Apply Phase



Unit

Sexual Harassment/AssaultLeadership Theory and Application2 What have

you learned?

What have you learned?

Create a Sexual Harassment/Assault Prevention Plan using the Sexual Harassment/Assault Prevention Plan Assessment Task.

Apply Phase



Unit


Reflection:

• What did you learn about sexual harassment today?

• Were you surprised to find out that sexual harassment and assault are such a major problem in schools?

Apply Phase

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