Pre-Assessment: Launching Safely

Instructions: Please read each statement and circle the number that best reflects your agreement, where 1 means "Strongly Disagree" and 5 means "Strongly Agree."

Resource Knowledge

1. I know where to find confidential support services if I experienced a problem in a new college or workplace setting.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

2. I can identify different reporting options (e.g., Title IX, HR, campus police) and understand when to use them.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

3. I know how to access medical or mental health services in a new environment if I needed them.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

4. I am aware of general safety and security resources that might be available in a postsecondary setting.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

Advocacy Confidence

5. I feel confident in my ability to clearly communicate a personal concern or need for help to a trusted adult.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

6. I feel prepared to ask for specific support or accommodations if I needed them in a new environment.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

7. I know how to support a friend who might disclose a difficult situation to me.
   1 (Strongly Disagree)   2   3   4   5 (Strongly Agree)

Campus/Workplace Resource Mapping

Instructions: Choose one postsecondary setting you might attend (e.g., a specific college, a vocational school, or a type of workplace). Research or imagine the resources available in that setting and fill in the sections below. You can draw small icons or write brief descriptions for each resource.

My Chosen Postsecondary Setting:

1. Confidential Support

(People or services where what you say is kept private, unless there's a serious threat of harm)

Examples: Campus Counseling Services (non-reporting), Sexual Assault/Harassment Advocates, trusted professors/mentors, Employee Assistance Programs (EAP), religious advisors.

Resources in My Setting:

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

2. Reporting Options

(Offices or individuals who are required to take action or investigate when certain issues are reported)

Examples: Campus Police/Security, Title IX Office, Dean of Students, Human Resources (HR), local law enforcement (911/non-emergency line).

Resources in My Setting:

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

3. Medical / Mental Health Services

(Places to get physical or psychological care and support)

Examples: Campus Health Services, Student Counseling Center, local urgent care, nearby hospitals, primary care physicians.

Resources in My Setting:

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

4. Safety / Security Resources

(Services or tools designed for immediate safety and crime prevention)

Examples: Emergency call boxes, campus escort services, RAVE/emergency alert systems, self-defense courses, safe walk programs.

Resources in My Setting:

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

• Name/Type:
  
  

  • Contact Info/Location:
    
    
  • What they offer:
    
    
    

Two-Script Advocacy Builder

Instructions: Now that you've identified potential resources, it's time to practice how you would communicate your needs. You will draft two short advocacy scripts: one for disclosing a concern and one for making a specific request for help or accommodation.

Think about clarity, confidence, and what you want the outcome to be.

Script 1: Disclosing a Concern

(Use this script when you need to share something difficult or sensitive with a trusted person or a confidential resource.)

Scenario: You've experienced something uncomfortable or upsetting (e.g., a peer making inappropriate comments, feeling overwhelmed by stress, noticing a pattern of disrespect in a friendship). You want to share this with someone who can offer support or guidance.

Before you start, consider:

• Who are you talking to? (e.g., a campus counselor, a trusted resident advisor, a mentor at work)
• What is the core issue you need to share?
• What is your main goal for this conversation? (e.g., to get emotional support, to understand your options, to report confidentially)

Draft Your Disclosure Script:

Start with an opening statement: (e.g., "I need to talk to you about something important," or "I've been going through a tough time lately...")

Clearly state the concern or what happened: (Be direct and factual, avoiding excessive blaming or emotional language initially.)

Express your feelings or impact (optional, but can be helpful): (e.g., "This made me feel uncomfortable," or "I'm feeling really stressed because of this.")

State what you hope to gain from the conversation: (e.g., "I'm looking for advice," or "I need to know what my options are," or "I just needed someone to hear me.")

Script 2: Making a Specific Request for Help or Accommodation

(Use this script when you know what you need and are asking for a particular action or change from an official resource.)

Scenario: You need a specific type of help or an adjustment in your environment (e.g., requesting an accommodation for a disability, asking for an extension due to a personal emergency, seeking support to address a conflict with a roommate/colleague).

Before you start, consider:

• Who are you talking to? (e.g., a professor, a disability services coordinator, a supervisor, housing staff)
• What exactly do you need? (Be very specific.)
• Why do you need it? (Briefly explain the impact without oversharing.)
• What is your main goal for this conversation? (e.g., to get an extension, to arrange a quiet study space, to mediate a conflict)

Draft Your Request Script:

Start by politely stating your purpose: (e.g., "I'm here today to discuss an accommodation," or "I'm hoping to get some assistance with...")

Clearly state your specific request: (Be direct and unambiguous.)

Briefly explain why the request is necessary (the impact on you): (Focus on how it affects your ability to succeed or be safe, not on assigning blame.)

Suggest a potential solution or next step (optional, but shows initiative): (e.g., "Would it be possible to get an extension until Friday?" or "Could we schedule a meeting to discuss this further?")

What to Do If a Friend Discloses: Supporting Your Peers Safely

Instructions: This discussion is about how to respond compassionately and effectively when a friend shares a difficult or sensitive situation with you. It’s important to be a good friend while also understanding the boundaries of your role and when to connect them with professional help.

Let's discuss the following scenarios and questions as a group:

Scenario 1: Emotional Distress

Your friend confides in you that they are feeling incredibly overwhelmed, anxious, and homesick in their new college environment. They mention struggling to sleep and eat and feel isolated.

• How would you respond initially? What are some immediate, supportive things you could say or do?
  
  
  
  
  
  
  

• What resources might you suggest for them to explore? (Think about the categories we discussed: confidential, reporting, medical/mental health, safety/security).
  
  
  
  
  
  
  

• What are your limits as a friend? When might you need to encourage them to seek professional help, and how would you do that gently?
  
  
  
  
  
  
  

Scenario 2: Uncomfortable Situation

A friend tells you about an uncomfortable experience at a party where someone was persistent and ignored their verbal cues to stop. They don't know if it was "serious enough" to do anything, but they feel shaken.

• What is the first, most important thing to communicate to your friend? (Hint: It starts with B!)
  
  
  
  
  
  
  

• What are the different types of support your friend might need or want in this situation? (Think confidential vs. reporting options).
  
  
  
  
  
  
  

• How can you help your friend understand their options without pressuring them to do anything they're not ready for?
  
  
  
  
  
  
  

• Why is it important to avoid destroying or tampering with any potential evidence (e.g., messages, clothes) in situations like this, even if they're unsure about reporting?
  
  
  
  
  
  
  

General Discussion Questions:

• What are the key differences between confidential support and reporting options? Why is it important to know the difference when helping a friend?
  
  
  
  
  
  
  

• How can you balance being a supportive friend with encouraging your friend to seek professional help?
  
  
  
  
  
  
  

• What are some signs that a friend might be in a difficult situation but isn't yet reaching out for help directly?
  
  
  
  
  
  
  

• Why is active listening so important when a friend is disclosing something sensitive?

Advocacy and Navigation Rubric

Lesson Objective: Students will accurately map at least four categories of support in a chosen postsecondary setting (confidential support, reporting options, medical/mental health, safety/security) and draft two advocacy scripts for disclosure/help requests, scoring 3/4 on the advocacy rubric.

Pocket Safety Card or Phone Notes Setup

Objective: Create a personalized, easily accessible safety tool with key contacts and resources for your chosen postsecondary environment.

Instructions: Choose whether you want to create a physical "Pocket Safety Card" (to keep in your wallet or bag) or set up "Phone Notes" (a dedicated note on your smartphone). The goal is to have crucial information at your fingertips in an emergency or when you need support.

Part 1: Emergency Contacts

List people you can call in an emergency or when you just need to talk.

• Primary Emergency Contact (Family):
  • Name:
    
  • Relationship:
    
  • Phone:
    
    
• Secondary Emergency Contact (Trusted Adult/Friend):
  • Name:
    
  • Relationship:
    
  • Phone:
    
    
• Campus/Workplace Emergency (e.g., Campus Police/Security):
  • Phone:
    
  • Note any specific internal emergency numbers if applicable.
    
    
    
• National Crisis Line (e.g., Crisis Text Line, National Sexual Assault Hotline):
  • Phone/Text:
    
    

Part 2: Key Postsecondary Resources

Based on your Campus/Workplace Resource Mapping (template + sample icons), summarize the most critical resources for your chosen setting.

Confidential Support:

• Service/Person:
  
• Contact Info/Location:
  
  

Reporting Options:

• Service/Office:
  
• Contact Info/Location:
  
  

Medical / Mental Health:

• Service/Clinic:
  
• Contact Info/Location:
  
  

Safety / Security (Non-Emergency):

• Service/Resource:
  
• Contact Info/Location:
  
  

Part 3: Important Reminders

Add brief notes or phrases that help you remember your rights or your plan.

• "My Rights:" (e.g., "I have the right to say no," "My body, my choice," "Title IX protects me.")
  
  
  
• "If I feel unsafe/uncomfortable, I will:" (e.g., "Go to a well-lit area," "Call a trusted friend," "Seek out campus security.")
  
  
  
• "My Advocacy Phrases:" (e.g., "I need to talk about something important," "I need an extension on this assignment because...")
  
  
  

Completion: Ensure your card/notes are clear, concise, and contain the information you would need most in a stressful situation. Keep it easily accessible!